Trends and Achievements in Learning Technology

Trends and Achievements in Learning Technology

Investigating the Effect of Flipped Teaching on Mathematical Performance of Ninth Grade Students Using APOS Theory

Document Type : Original Article

Authors
Esmaeil Yousefi 1
Maliheh Zamanzadeh NasrAbadi 1
Mehdi Azhini 2
1 Mathematics Education, Faculty of Convergent Sciences and Technologies, Islamic Azad University, Science and Research Branch, Tehran, Iran
2 Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran
10.22034/jlt.2025.2057557.1035
Abstract
Flipped Learning has gained attention as a new approach in mathematics education. Unlike traditional teaching methods, this approach reverses the roles of classroom instruction and homework, providing students with more opportunities for interaction and active learning. This study analyzes the changes in students' learning processes using the APOS theory and examines their progress across different levels of learning. The research follows a quasi-experimental design with a pre-test and post-test control group. Findings indicate that the experimental group, after undergoing flipped instruction, achieved higher average scores compared to the control group. Moreover, covariance analysis revealed that 28% of the variation in students' mathematical performance was attributable to the flipped teaching method, representing a significant effect size. Additionally, the APOS-based analysis showed that students in the experimental group transitioned from surface-level learning (Action and Process) to deeper levels (Object and Schema) after the flipped instruction. This shift indicates an improvement in conceptual understanding and problem-solving skills. Furthermore, based on learning theories, the study examines the strengths and weaknesses of flipped learning and offers recommendations for its effective implementation.
Keywords
Flipped teaching
Interactive teaching
Mathematical learning
Academic performance
APOS theory
Subjects
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  • Receive Date 19 December 2024
  • Revise Date 13 March 2025
  • Accept Date 18 March 2025
  • Publish Date 21 March 2025