FLIPPED CLASSROOM AS EDUCATIONAL

STRATEGY TO TEACH MATHEMATICS ON A

COMPETENCIES BASED MODEL, APPLIED ON A

PUBLIC HIGH SCHOOL AT GUADALAJARA,

JALISCO

Department of Information Systems

University of Guadalajara, CUCEA

Guadalajara, México

cinthiareyes@cucea.udg.mx

MSc. Cinthia Astrid Reyes Lozano

Content

1. Introduction:• Problem Statement

• Hypothesis

• Objectives

2. Intervention proposal

• Methodology

• Reference framework

• Flipped classroom

• Our Strategy

3. Results

4. Our video tracking tool

5. Conclusions & Future work

Problem Statement

1. Introduction

Math Competence

• The National Evaluation of Academic Achievement of

Educational Centers test (ENLACE, by its Spanish

acronym) has been applied in order to know the

capacity of youngsters to apply during their real life,

the basic disciplinary competences on Communication

and Mathematics, they have achieved during their

academic trajectory.

1. Introduction

Math Competence

• The latest results of 2014 on math (applied on April

16-18th, 2013) at High School level (1’012,952

students of 13,835 private and public schools) show

Jalisco is below the National average score with 36.0

points, which locates tested students within the

elemental capacity.

1. Introduction

Local dataUnidad de aprendizaje Failure rate (13-A)Matemática y vida cotidiana I 50,33Códigos y soporte de lectura 47,37Educación para la salud 37,28Elaboración de proyectos y estrategias educativas 33,33Física I 30,04Promoción de la lectura 30

Tecnologías de la información I 29,42Matemática y ciencia II 28,59Matemática y vida cotidiana II 28Desarrollo de la empresa 26,67Matemática y ciencia I 26,55Precálculo 26,49

Gestión y ejecución de proyectos de educación ambiental 25Química II 24,9

1. Introduction

Hypothesis

1. Introduction

• Implementing a flipped classroom methodology along

with competencies curriculum has measurable

advantages over traditional math teaching.

1. Introduction

Objetives

1. Introduction

General objective:

• To evaluate a «flipped classroom» strategy that

combines elements of this pedagogic proposal with

competences model currently applied on High School,

on «Math and daily life I» course.

1. Introduction

Specific objectives

To pilot test the strategy and educative resources

designed for the course in order to answer the

following questions:

o Is Flipped Classroom perceived as a facilitator to

understand Mathematics?

oAre the educative resources adequate to its use

according to the multimedia design principles?

1. Introduction

Specific objectives

To apply the strategy and educative resources for the

course among two sets of groups:

o Compare efficacy of Flipped Classroom between

both sets of groups.

o Compare motivation and course perception of

students between both sets of groups.

1. Introduction

Specific objectives

To develop an IT tool that helps teachers monitor the

student’s usage of videos.

oNot tied to a specific platform.

o Better than existent platforms for the specific task.

1. Introduction

Methodology

2. Intervention

Pilot testing Experiments

Research questions: Is Flipped Classroom

perceived as facilitator to

learn math?

Are the educative

resources adequate?

Are Type A and Type B

students different?

Will Flipped Classroom be

effective for Type A and

Type B students?

Will Flipped Classroom

change motivation of

students?

Participants Third semester students First semester students

Procedure Flipped Classroom on

Trigonometry

Questionnaires

4 Solomon groups

(pre/post Test)

Questionnaires:

2. Intervention

Reference framework

2. Intervention

Competencies on High School

25

• During the second half of 2007, the Mexican Secretariat of Public Education published the Agreement 444 where the new common curricula of competences were defined for High School Education. This curriculum defines the expected profile of a student after completing his High School Education process. Competences take into consideration the student:

o Values, Skills, Knowledge and Attitude (As considered by OECD)

2. Intervention

Pragmatism

21

• «Is the philosophy considering practical consequences

or real effects to be vital components of both meaning

and truth» (Dewey, 1916)

o Instrumentalism: Concepts and theories are measured as useful,

not whether true or false, but by how effective they are

explaning and predicting phenomena

2. Intervention

Constructivism on High School

23

• The current application of constructivism on High

School is founded on:

o Learning is a social process (Vigotsky, 1962)

o Learning is constructed based on the student’s zone of proximal

development. (Vigotsky, 1962)

o Meaningful learning is associated with the student’s quotidian

life (Ausubel, 1962)

o Learning is a mental active process (Piaget, 1964)

2. Intervention

Constructivism on High School

• Higher levels of understanding can be categorized

upon Marzano’s taxonomy (2001)

2. Intervention

Flipped classroom

2. Intervention

What is a flipped Classroom?

Traditional Classroom Flipped Classroom

• Concepts are taught during class

• Homework is compound mostly of exercises students must solve at home to prove they actually understood concepts during class

• Homework is typically done individually

• Basic concepts are learnt at home, via an online video prepared previously by teacher.

• Exercises are done during class, individually or collaboratively, with the teacher present as adviser.

2. Intervention

Advantages of flipping a Classroom

• Students can review «flipped» course materials outside

of the classroom, at their own convenience.

• The wide availability and engaging format of this type

of learning content can be a powerful enabler of

learning

• Students who miss a class are bit «penalized» by

missing course content.

2. Intervention

Advantages of flipping a classroom

• Time in class for hands-on and face-to-face learning

takes a different dimension, enabling teachers to give

advice students with issues.

• Students feel less stressed by the fact they do not have

to solve the problems all on their own.

2. Intervention

Key elements of Flipped Classroom

• Flipped Clasroom ≠ Online videos

• Flipped Clasroom ≠ Online course

• Online videos free up time on face-to-face class time,

it is this time which makes the flipped classroom

effective.

2. Intervention

Our Strategy

2. Intervention

Quotidian situation sketch

Splitted concept videos

Classroom activities

Multimedia design principles

Competencies based approach

Registers:

Vocabulary, how it

relates with his

life, doubts, ideas…

2. Intervention

Defining which topics to use

• Knowledge and concepts test with failing students, the

most troublesome topics were:

o Triangles properties and Pythagorean theorem

o Trigonometry

o Algebra

2. Intervention

Multimedia design principles (Mayer, 2010)

• Concepts divided in different videos, one per video:

To give students better control of timing.

• Oral presentation is informal.

• Words and images are presented together.

2. Intervention

Multimedia design principles

• Problems were divided in steps (Mayer & Clark, 2010).

• Context of the problem is explained and connected to known

concepts (Bransford et al., 2000)

• Key elements are written down to reduce the cognitive load in

memory (Chandler & Sweller, 1991)

• Concepts are marked to keep the viewer’s attention (Willingham,

2009)

• Videos lapse as minimum as possible considering the attention

span (Medina, 2008)

2. Intervention

Sketch (3 videos)

• Back to Strategy

2. Intervention

Concept video (21 videos)

2. Intervention

Results

3. Results

What differences are there between type A and

type B students?

Significative statistical difference No Significative

statistical difference

1. Teachers/student relationship

2. Peer support

3. Family support

4. Adaptive cognitive: self efficacy, mastery

orientation & valuing of school

5. Maladaptive behavioural: disengagement,

self-handicapping

1. Control & Relevance of

future work

2. Aspirations and goals

3. Extrinsic motivation

3. Results

Flipped Classroom efficacy, 2014A

3. Results

ANOVA 2x2 Solomon groups

(α = 0.05) Does preTest affects?

GroupsNumber of elements Sum Mean value Variance Std. Deviation

Group 2 14 522,222222 37,3015873 163,478497 12,785871

Group 5 15 516,666667 34,4444444 159,611993 12,633764

ANOVA

Source of variation Square sum

Freedom degrees Square mean F Probability F critical value

Between groups 59,1133005 1 59,1133005 0,36608637 0,55019724 4,21000847

Within groups 4359,78836 27 161,473643

Total 4418,90166 28 F value < F critical valueNo statistical significant difference

3. Results

ANOVA, Control vs Experiment

Scores per group (α = 0.05)

GroupsNumber of elements Sum Mean value Variance Std. Deviation

Experiment 37 2436,83333 65,8603604 117,586884 10,8437486

Control 35 816,416667 23,3261905 142,498348 11,93726719

ANOVA

Source of variation Square sum

Freedom degrees Square mean F Probability F critical value

Between groups 32539,6738 1 32539,6738 250,909802 7,6671E-25 3,97777939

Within groups 9078,07167 70 129,686738

Total 41617,7455 71 F value >> F critical valueStatistically significant difference

3. Results

3. Results

Flipped Classroom efficacy, 2014B

3. Results

Source of

variance

Sum

square

Freedom

degrees Mean

square F p value

Group 520.871

3

173.624 1.34 0.2643

Residual 14485.9

112 22.090807

4

Total

(corrected) 15006.8

115 166.00040

4

ANOVA 2x2 Solomon Groups

(α = 0.05)

No statistically significant difference applying preTest

3. Results

Groups

Number of

elements

Sum Mean value Variance Std.

Deviation

Experimental

Group 53 3328.75 62.8066038 333.290567 18.2562

Control Group54 1263.75 23.4027778 188.061051 13.7135

ANOVA

Source of

variationSquare sum

Freedom

degrees

Square meanF

Probability F critical

value

Between groups41530,0675 1 41530,0675 159,740711 8,1608E-23 3,93155641

Within groups 27298,3452 105 259,98424

Total 68828,4127 106

Student t-Test for two samples

Hypothetical

difference of means

Freedom

degrees t Statistic

P(T<=t) one

tail

t critical value

(one tail)

P(T<=t) two

tails

t critical value

(two tails)

0 97 12,60568258 1,87928E-22 1,66071461 3,75856E-22 1,984723186

ANOVA, Control vs Experiment

Scores per group (α = 0.05)

F value >> F critical valueStatistically significative difference

3. Results

3. Results

Motivation & math perception

3. Results

Dimension Significance Meaning

Companionship 0,896 Distributions are identical

Competitivity 0,015 Distributions are not identical

Attitude 0,003 Distributions are not identical

Motivation 0,338 Distributions are identical

Teacher’s perception 0,076 Distributions are identical

Calendary A

3. Results

Calendary BDimension Significance Meaning

Companionship 0,481 Distributions are identical

Competitivity 0,115 Distributions are identical

Attitude 0,002 Distributions are not identical

Motivation 0,232 Distributions are identical

Teacher’s perception 0,012 Distributions are identical

3. Results

0

1

2

3

4

5

6

ExperimentAttitud

ControlAttitud

ExperimentMotivation

ControlMotivation

Experiment,Teacher'sPerception

ControlTeacher'sPerception

Min Outlier Max Outlier

0

1

2

3

4

5

6

Experiment CompanionshipControl CompanionshipExperiment CompetitivityControl Competitivity

Affinity towards Flipped Classroom• All the experimental groups show high affinity

towards Flipped Classroom

3. Results

Video tracking tool

4. Video tracking tool

• Existent tools:

Only question tracking:

a) ESL video

b) Blubbr

Question + video usage:

a) EdPuzzle: No downloading possiblity for video logs.

No organization capacity of multimedia materials.

4. Video tracking tool

• Our first approach:

Tin-Can API + YouTube API

Required a platform with Tin-Can API installed with an

LSR configured.

Problems encountered:

a)Student usage was hard to filter from noise.

a) Moving the video scroll causes plenty of “paused” events.

b) Pausing and playing in one place intentionally causes

problems with logging.

c) Exiting the window instead of properly stopping the video

causes problems.

b)Use was limited to the platform.

4. Video tracking tool

• Our tool:

• Provides video usage registration, independently

from any particular educational platform, which

also incorporates the possibility to ask questions

that help to appreciate if students understood the

conceptual videos or not.

• Advantages over other platforms:

It is free,

It does provide a viewing report ready to be exported

as a dispersion graph with no noise on the user

behaviour.

4. Video tracking tool

Concept region of the video

4. Video tracking tool

Conclusions

5. Conclusions & Future work

• Quantitatively, flipped classrooms scored better than

traditional ones (282 and 263% percent better).

• Attitude towards learing Math seemed to be better

within the group where Flipped Classroom was

applied.

• We have a tool available to be used by any educator,

free and with advantages with existing possibilities

today.

5. Conclusions & Future work

Future work

5. Conclusions & Future work

• Publish an additional paper.

• Flipped Classroom for third semester, same high

school (5 volunteer teachers)

• Gamification

5. Conclusions & Future work

Q&A

Department of Information Systems

Universidad de Guadalajara, CUCEA

Guadalajara, México

cinthiareyes@cucea.udg.mx

McS. Cinthia Astrid Reyes Lozano

Content

1. Introduction:• Problem Statement

• Hypothesis

• Objectives

2. Intervention proposal

• Methodology

• Reference framework

• Flipped classroom

• Our Strategy

3. Results

4. Our video tracking tool

5. Conclusions & Future work