Effects of Differentiated Instruction in Flipped Classrooms on Students' Mastery Level and Performance in Quadratic Equations

City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/

Y

25

Individualized Instruction; Mathematics Instruction; Equations (Mathematics); Flipped Classroom; Assignments; Student Behavior; Worksheets; Student Participation; Electronic Learning; In Person Learning; Grade 9; Secondary School Students; Foreign Countries; Intervention; Video Technology; Program Effectiveness; Student Evaluation; Summative Evaluation

2573-4377

This study employed student choice and tiered worksheets as strategies of differentiated instruction on Quadratic Equations in addressing students' non-compliance with assignments in a flipped classroom. In each lesson, students choose among the instructional materials with guide questions to assist them in focusing on key areas during the asynchronous activities as homework. Tiered worksheets were administered in face-to-face classes based on students' readiness as reflected in pre-assessment results. Data from tiered worksheets show students' mastery levels and student engagement in online class instruction and in-class tasks. Additionally, there is a significant difference between pre-assessment and summative assessment percentage scores with a substantial effect size, implying improved student performance in solving quadratic equations.

As Provided

2024

EJ1427339