The impact of the flipped classroom on high school mathematics students' academic performance and self-efficacy

This study examined the impact of the flipped classroom on mathematics achievement and self-efficacy. The participants consisted of 60 11th-12th grade high school math students from four separate classes. Thirty-four students from the two classes served as the treatment group with the flipped classroom methods of instruction. Twenty-six students from the other two classes served as the control group with the traditional lecture-homework method of instruction. A series of ANCOVAs were run to compare means across four separate measures, a posttest and three unit exams. Additionally, a survey gathered self-efficacy data. The findings revealed no statistically significant differences between treatment and control group students on any of the outcomes. Results are discussed.