Enhancing Geometry Achievement in Pre-Service Mathematics Teachers
The Impact of a Scaffolded Flipped Classroom Using a Learning Management System
Bibliographic Data
| ID | 22357216 |
|---|---|
| Authors | Awi Awi (State University of Makassar), Muhammad Ammar Naufal (0000-0001-6665-4339, State University of Makassar), Sutamrin Sutamrin (State University of Makassar), Miftahul Huda (0000-0001-6712-0056, Sultan Idris Education University), Miftachul Huda |
| Year | 2024 |
| Volume | 3 |
| Issue | 6 |
| Pages | 637-645 |
| Publication date | 2024-09-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Ecohumanism (JOURNAL) |
| Journal identifiers | ISSN: 2752-6798 • E-ISSN: 2752-6801 |
| Publisher | Creative Publishing House (PUBLISHER • GB) |
| DOI | 10.62754/joe.v3i6.4035 |
| OpenAlex | W4402514107 |
| Language | EN |
| Citations received | 2 |
This study investigates the effectiveness of a flipped classroom approach integrated with scaffolding through a Learning Management System (LMS) in enhancing the geometry achievement of pre-service mathematics teachers. The study utilized an experimental post-test-only control group design involving 63 randomly selected pre-service mathematics teachers. The experimental group received instruction through a flipped classroom model supplemented with scaffolding and LMS support, while the control group experienced traditional teaching methods enhanced by scaffolding and LMS. Quantitative data were collected via a geometry essay test and analyzed using descriptive and inferential statistics, including t-tests. The results revealed that the experimental group significantly outperformed the control group in geometry achievement. Additionally, qualitative data from thematic analysis of semi-structured interviews indicated that the flipped classroom approach fostered improved comprehension, peer interaction, and active discussion, despite challenges such as varying levels of motivation and scheduling conflicts. The scaffolding provided was found to be an effective strategy in clarifying complex topics and enhancing student success. This study underscores the potential of integrating a flipped classroom with scaffolding and LMS to improve geometry achievement and overall instructional quality
Comprehension · Flipped Classroom · Geometry · Mathematics education · Qualitative research · Scaffold · Thematic analysis · Computer Science · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Mathematics · Technology-Enhanced Education Studies · Artificial Intelligence
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |