دورية أكاديمية
Combining Flipped Classroom and GeoGebra Software in Teaching Mathematics to Develop Math Problem-Solving Abilities for Secondary School Students in Vietnam
| العنوان: | Combining Flipped Classroom and GeoGebra Software in Teaching Mathematics to Develop Math Problem-Solving Abilities for Secondary School Students in Vietnam |
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| اللغة: | English |
| المؤلفون: | An Thi Tan Nguyen, Hung Nguyen Thanh, Cuong Le Minh, Duong Huu Tong, Bui Phuong Uyen, Nguyen Duc Khiem |
| المصدر: | Mathematics Teaching Research Journal. 2023 15(4):69-97. |
| الإتاحة: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 7 Junior High Schools Middle Schools |
| Descriptors: | Foreign Countries, Flipped Classroom, Computer Software, Mathematics Instruction, Problem Solving, Mathematics Skills, Secondary School Students, Educational Technology, Grade 7, Student Attitudes |
| مصطلحات جغرافية: | Vietnam |
| تدمد: | 2573-4377 |
| مستخلص: | Flipped classroom is one of the teaching models that swaps students' learning space between learning in and before class. GeoGebra software is a dynamic math software that positively affects math teaching, especially geometry, and develops students' problem-solving abilities. The study was conducted to test the effect of combining flipped classrooms and GeoGebra in teaching math on students' outcomes, learning attitudes and problem-solving abilities. This study involved 74 students in 7th grade, including 37 students in the experimental group and 37 in the control group. Results from qualitative and quantitative data of pre-tests, post-tests, classroom observations and surveys show that students in the experimental group who learned with flipped classroom and GeoGebra have better problem-solving ability, results and learning attitudes. Specifically, with the significance level [alpha] = 0.05 and degrees of freedom df = 72, the observed significance level (Sig. 2-tailed) is 0.010, an independent samples t-test of two groups in post-test indicates that the results of the experimental group were significantly higher than that of the control group. Besides, with the significance level [alpha] = 0.05, the observed significance level (Sig. 2-tailed) is 0.000, and the paired t-test results reveal that the experimental group has a higher mean score in the post-test. The influence level (ES) is close to 0.64, showing that the combination of the flipped classroom and GeoGebra in the teaching of this study has a positive impact on learning outcomes and students' problem-solving ability. On the other hand, the student survey results are observed that students have a positive learning attitude toward this teaching process. In addition to the obtained results, the study also points out the remaining limitations and proposes new research directions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1409361 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2573-4377 |
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