The Impact of Online Flipped Classrooms in Mathematics Education: A Quasi-Experimental Study
OPEN PRAXIS, cilt.18, sa.3, ss.620-637, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 18 Sayı: 3
- Basım Tarihi: 2026
- Doi Numarası: 10.55982/openpraxis.18.3.943
- Dergi Adı: OPEN PRAXIS
- Derginin Tarandığı İndeksler: Education Source Ultimate (EBSCO), Scopus, Emerging Sources Citation Index (ESCI), Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), EBSCO Education Source, Directory of Open Access Journals, DIALNET
- Sayfa Sayıları: ss.620-637
- Erciyes Üniversitesi Adresli: Evet
Özet
The implementation of the flipped classroom (FC) model in a fully online environment is referred to as the Online Flipped Classroom (OFC) model. Research on the effectiveness of OFC in mathematics education remains limited. This study examined the impact of the OFC model on students’ mathematics achievement and motivation over time, compared to FC and traditional face-to-face (F2F) instruction. A quasi-experimental pre-test–post-test design was employed over five weeks with 83 twelfth-grade high school students. Prior knowledge on limits and continuity, as well as mathematics motivation (goal orientation, expectancy-value, and self-efficacy), were measured at the beginning and end of the intervention. Students in the OFC and FC groups watched instructional videos before each lesson, followed by online or in-class learning activities, respectively. The F2F group received instruction traditionally without prior video exposure. Mixed ANOVA results indicated that while all groups showed increased mathematics achievement, no significant interaction between time and instructional model was found. However, the OFC model had a significant effect on students’ goal orientation compared to the F2F model. This study contributes to the literature by demonstrating that while OFC is a viable alternative for achievement, its distinct value lies in fostering goal orientation, specifically in challenging topics like limits and continuity where face-to-face support is limited.