THE IMPACT OF BLENDED-FLIPPED LEARNING ON MATHEMATICAL CREATIVE THINKING SKILLS

Abstract

Due to the outbreak of COVID-19, educational institutions are currently in need of alternative learning methods. The current study discusses the impact of the flipped and blended methods of instruction on students’ creative thinking skills in comparison to the traditional instructional method. A quasi-experimental approach was used to assess three capabilities of 10th grade students in mathematics: fluency, flexibility, and originality. The participants, 540 students from private schools, were divided into one control group and two experimental groups. One of the experimental groups followed the blended learning strategy while the other used the flipped learning strategy. Students were given a 30-question test to assess their mathematical creative thinking skills. The scores’ mean of the experimental groups was remarkably higher than the control group. Moreover, the performance of the experimental group that followed the flipped learning strategy was better than the group that used the blended strategy. This study informs educational institutions designing and producing educational virtual activities like 3D videos, helps them overcome the traditional classroom limitations, and investigates the role of these methods in enhancing students’ mathematical creative thinking skills.