The flipped classroom is a teaching technique that has gained worldwide currency during recent years. In a flipped approach, the information-transmission element of students’ learning is moved out of the classroom; instead, students view recorded lectures in their own study time ahead of the live session. This frees the class time for activities (such as discussion and problem-solving) in which students can apply their knowledge and potentially gives the teacher a better opportunity to detect their misconceptions.

According to the State Education Policy (Republic of Kazakhstan), mathematics is one of the fundamental subjects that all students must study up to higher education. Mathematics receives a lot of attention in the school curriculum from primary to secondary school, reflecting the importance of the subject in modern society. It is particularly disappointing that students consistently perform poorly in mathematics in internal and external examinations, despite the relative importance of the subject.

The purpose of this study, which was conducted at the Nazarbayev Intellectual School of Physics and Mathematics in the city of Aktobe, was to determine the effect  of the “flipped classroom” approach on mathematics achievement and interest of students. Given this, a quasi-experimental design was used, specifically non-equivalent pretest-posttest control group design. The study’s participants were a sample of 56 learners selected from two classes purposively. Each two SS 1 classes, divided into experimental and control groups via balloting.

The following research questions guided the study.

1. What are the mean achievement scores of students who received mathematics instruction using flipped classroom approach and their peers in the control group?

2. What are the mean achievement scores of male and female students who received flipped classroom approaches?

3. What are the mean interest scores of students who received mathematics instruction using flipped classroom approach and their peers in the control group?

4. What are the mean interest scores of male and female students who received flipped classroom approach?

The following hypotheses guided the study.

1. Difference exists between the mean achievement scores of students who received mathematics instruction using flipped classroom approach and their peers in the control group.

2. Difference exists between the mean achievement scores of male and female stu­dents who received mathematics instruction using flipped classroom approach.

3. Difference exists between the mean interest scores of students who received mathematics instruction using flipped classroom approach and their peers in the control group.

4. Difference exists between the mean interest scores of male and female students who received mathematics instruction using flipped classroom approach.

Data were gathered through the instrumentality of the Mathematics Achievement Test (MAT) and Mathematics Interest Inventory (MII), which have reliability scores of 0.88 and 0.79, respectively. Prior to and following a six-week course of treatment, each group completed a pretest and posttest. SPSS, a statistical tool for social sciences, was applied to analyse the acquired data. The mean and standard deviation were utilised to report the study’s questions, and analysis of covariance (ANCOVA) was utilised to evaluate the hypotheses at a 0.05 significance level. Results established that learners taught mathematics utilising flipped classroom approach had higher mathematics achievement and interest scores than their peers taught using the conventional approach. Results also revealed that the achievement and interest scores of male and female learners who received mathematics instruction using flipped classroom approach were the same. Considering the findings, recommendations were given, among others, that mathematics teachers should use the flipped classroom approach to assist learners in boosting their achievement and interest in mathematics, especially in geometry.

This quasi-experimental research study design used a non-equivalent control group for the pretest and posttests. The design was employed rather than randomly allo¬cating students to groups because it is impractical to do so in quasi-experimental research. A sample of 56 pupils (27 males and 29 females) was selected from two classes purposively. The research instruments were Mathematics Achievement results. Test (MAT) and Mathematics Interest Inventory (MII). The researchers created 20 multiple-choice questions on the MAT, which served as the study's primary instrument. The MAT items were created using a test design to ensure adequate coverage of the subject matter of interest and to maintain consistent distribution across different levels of the cognitive domain. However, the MII was adapted from the mathematical calculations of Snow (2011). interest reserve. The MII consists of 20 items and uses a 4-point Likert scale with the following response options: strongly agree (4), agree (3), disagree (2), and strongly disagree (1). I developed two lesson plans/notes for the experimental and control groups. Also checked MAT, MII and lesson plans/notes. Both MAT and MII have been pilot tested. The reliability coefficient for the MAT was determined to be 0.88 using the Kuder-Richardson formula 20. However, the internal consistency of the MII was calculated using Cronbach's alpha and the reliability coefficient was found to be 0.79. The treatment ran for four weeks. The fifth week saw the administration of the posttest. The posttest items are the same as the pretest items; however, they were rearranged to give them a new look and avoid memory effects. The posttest results were noted and utilised to present information on learners’ mathematics achievement and interest by gender and treatment group. The SPSS software version 28 was used to analyse the collected data. The mean (−X) and standard deviation (SD) were used to answer the study’s research questions, and analysis of covariance (ANCOVA) was utilised to test the hypotheses at a significance level of 0.05. The reason for the choice of ANCOVA was to establish equality of baseline pre-test data before the commencement of the treatment. ANCOVA helped to establish the covariates between the pre-test and post-test.

The findings revealed that students who received mathematics instruction using flipped classroom approach had their interest increased in the mathematics concept compared to their counterparts who received the same concept using the conventional method. Accordingly, a further test of hypothesis three established that learners in the experimental group held increased interest levels in the mathematics concept than their peers in the control group. Thus, it concluded that the flipped classroom approach successfully enhanced learners’ interest in the mathematics concept taught. The increased interest could have been caused by the students’ interpersonal interaction with video resources and materials in the flipped classroom environment. Moreover, the study’s findings indicated that male learners exhibited more interest in mathematics than females when the flipped classroom approach was utilised. Consequently, further analysis by testing hypothesis four divulged no significant difference between the interest scores of male and female learners who received mathematics instruction utilising the flipped classroom strategy. The outcome of the no significant difference could be that both male and female learners showed the same degrees of interest and engagement in learning the mathematics concept. The flipped classroom approach significantly enhanced learners’ achievement and interest in the mathematics concept taught. This was seen in the mean achievement and interest scores of students in the experimental group, which were higher than their counterparts in the control group. Again, the achievement and interest scores of male and female learners who received mathematics instruction using flipped classroom approach were the same. This means that learners of both sexes that utilised the flipped classroom approach benefited equally from the treatment. The study also explains to mathematics education specialists how the flipped classroom approach can help learners enhance their achievement and interest levels in mathematics, particularly geometry.

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