Students’ feedback on the implementation of flipped classrooms for senior secondary mathematics instruction

Students’ feedback on the implementation of flipped classrooms for senior secondary mathematics instruction | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Students’ feedback on the implementation of flipped classrooms for senior secondary mathematics instruction Adebayo Akinyinka Omoniyi, Thuthukile Jita, Loyiso Currell Jita This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7190003/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract As the flipped classroom model gains traction in mathematics education, questions remain about its effectiveness across diverse classroom settings. This study surveyed 266 senior/upper secondary second-year students to gain insights into their experiences of learning mathematics in flipped classrooms during an academic term. It assessed their perspectives on the model’s implementation, strategies utilized, opportunities and challenges encountered, and suggestions for improvement. The research obtained data through questionnaires, classroom observations, and semi-structured interviews. Quantitative data from the questionnaires underwent processing with descriptive statistics and the Wilcoxon Signed-Rank test for paired samples, while qualitative data from observations and interviews passed through thematic analysis. The findings demonstrate a statistically significant improvement in participants’ initial and final flipped classroom experiences, highlighting the positive impact of the learning approach on student engagement and academic achievement. Although students reported challenges related to time management and self-paced learning, they valued the autonomy and flexibility provided by video lessons and pre-class learning resources. The study suggests that, while the flipped classroom model holds promise for improving student engagement and achievement in senior secondary mathematics, it is paramount to address issues like planning, resource availability, technology access, teacher preparation, and student participation for success. The study further recommends that teachers provide structured guidance for pre-class tasks and establish supportive classroom environments to help students adapt to this technology-mediated model. Flipped classroom Senior secondary mathematics instruction Students’ experiences Flipped learning benefits Flipped learning challenges Flipped classroom improvement measures Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7190003","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":502433736,"identity":"95460e6f-2825-4e7c-977e-2525248d7a0f","order_by":0,"name":"Adebayo Akinyinka Omoniyi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA40lEQVRIiWNgGAWjYBACfhCRwCDBwMbMfIChghgtkg1QLfzsbQkMZ4jRYnAAprfnjAGRWq4dPvbgYZsFg8GNnG8SB/4wyPM3sD/8gFfL7bR0g8Q2CaCW3G0SB9sYDGccYEiWwK8lx0wCpkX6YwMD4wYGhgPEabG//+YZyGH2GxgYm38QaUsOm8QBNobEDQzMbHhtkZydliaRcE6Cx+BGmrHFwTaJ5BmH2dgs8Gnhl04+JvmjrE7O4EbywxsH/tjY9re3P76BTwsYMLIx8ECZQCcxE1QPAn+IUjUKRsEoGAUjFQAAKHZKI8N4sxcAAAAASUVORK5CYII=","orcid":"","institution":"University of the Free State","correspondingAuthor":true,"prefix":"","firstName":"Adebayo","middleName":"Akinyinka","lastName":"Omoniyi","suffix":""},{"id":502433738,"identity":"3f055d4d-39c8-40d3-b01b-869145333e23","order_by":1,"name":"Thuthukile Jita","email":"","orcid":"","institution":"University of the Free State","correspondingAuthor":false,"prefix":"","firstName":"Thuthukile","middleName":"","lastName":"Jita","suffix":""},{"id":502433739,"identity":"bd710b47-d5ce-443f-91e4-ee151c74096c","order_by":2,"name":"Loyiso Currell Jita","email":"","orcid":"","institution":"University of the Free State","correspondingAuthor":false,"prefix":"","firstName":"Loyiso","middleName":"Currell","lastName":"Jita","suffix":""}],"badges":[],"createdAt":"2025-07-22 19:23:14","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7190003/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7190003/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":93567393,"identity":"dbf2eabd-75c8-40df-bbd8-e72d9a592422","added_by":"auto","created_at":"2025-10-15 08:39:04","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":733088,"visible":true,"origin":"","legend":"","description":"","filename":"ManuscriptDE20250722withnecessarydetails.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7190003/v1_covered_c0dc631a-f18a-40a5-8bd2-d8160e00ab52.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Students’ feedback on the implementation of flipped classrooms for senior secondary mathematics instruction","fulltext":[],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":true,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":true,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Flipped classroom, Senior secondary mathematics instruction, Students’ experiences, Flipped learning benefits, Flipped learning challenges, Flipped classroom improvement measures","lastPublishedDoi":"10.21203/rs.3.rs-7190003/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7190003/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eAs the flipped classroom model gains traction in mathematics education, questions remain about its effectiveness across diverse classroom settings. 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