A FLIPPED APPLIED MATHEMATICS CLASSROOM : NIGERIAN UNIVERSITY STUDENTS' EXPERIENCE AND PERCEPTIONS

Joshua Abah Abah (1) , Paul Igber Anyagh , Terungwa James Age

1 UAM - University of Agriculture, Makurdi, Nigeria

This study was designed to determine university students' experience and perceptions in a flipped Applied Mathematics classroom. Survey research design was employed to measure students' responses after a successful seven-week deployment of the flipped model of instruction delivery in a University in North Central Nigeria. An intact class of 32 students was used for the study, out which 21 students returned the adopted Feedback Questionnaire on Flipped Classroom Activity. Analysis of the results of the study shows a positive level of students' perception (grand mean = 2.765) and an enriched learning experience in terms of curiosity, engagement and enlightenment. Based on the findings of the study, it was recommended that teachers at all levels of mathematics education should always seek instructional approaches that are student-driven like the flipped classroom to sustain interest and improve academic performance.

Mots clés: Flipped classroom; Mathematics education; Learning experience; Student-driven instruction

Domaines: Education; Mathématiques [math]; Environnements Informatiques pour l'Apprentissage Humain

Joshua Abah Abah, Paul Igber Anyagh, Terungwa James Age. A FLIPPED APPLIED MATHEMATICS CLASSROOM : NIGERIAN UNIVERSITY STUDENTS' EXPERIENCE AND PERCEPTIONS. ABACUS, 2017, Mathematics Education Series, 42 (1), pp.78-87. ⟨hal-01596571⟩