Flipped Teaching Approach in College Algebra: Cognitive and Non-cognitive Gains

Abstract

This study looked into the cognitive and noncognitive gains from using the flipped teaching approach by comparing it with the traditional approach in four topics in College Algebra which were identified as difficult. A quasi-experimental design was utilized with 55 freshman students from two intact classes of the College of Education, De La Salle University-Manila, during the first term, SY2014-2015, as respondents. The respondents who belonged to two comparable classes, designated as the control group and the experimental group, were exposed to the traditional approach and the flipped teaching approach, alternately. Pretest and posttest in all topics under consideration were administered to determine the achievement of the two groups. The respondents were also asked to write a journal about their experiences after exposure to the flipped teaching approach. Findings revealed a favorable response from both students and teacher regarding the use of the flipped teaching approach. Moreover, significant learning gains in each topic were noted from the group that was exposed to the flipped teaching approach as evidenced by high posttest mean achievement score compared to that of the group exposed to the traditional approach. The students seemed to be more motivated, confident, relaxed, responsible and active in learning when exposed to the flipped teaching approach. Majority indicated that they were happy to have control of their own learning as they were able to explore more mathematical concepts through various modes and resources outside the classroom at a time convenient for them. The students appreciated the personalized guidance of their teacher which kept them engaged in learning while being clarified about their misconceptions regarding the day's lesson.