METHODS OF GROUPING IN A FLIPPED CLASSROOM MODEL: EFFECTS ON STUDENTS’ ACHIEVEMENT IN DIFFERENTIAL CALCULUS

Year 2016, Volume: 4 , 232 - 241, 01.09.2016

Douglas A. Salazar

Abstract

This study aimed to raise the achievement level of students in
Differential Calculus using Direct Instruction with Salazar’s Grouping Method
in a flipped classroom and Small Group Method. The quasi-experimental method of
research was used. The study also employed qualitative and quantitative
analysis relative to data generated by the Achievement Test and Math journal
with follow-up interview. Within the framework of the limitations of the study,
both methods of grouping revealed a significant increase on the gain scores
within each  group but no significant
difference was obtained between groups (control and experimental). However, a
slight difference of mean gain scores in the Achievement Test was revealed in
favor to the experimental group. Moreover, qualitative assessments showed that
both grouping methods develops self-confidence, encourages effective
communication and facilitates exchange of ideas towards a common goal. The
students from both groups were in favor with the sequence of the presentation
of the lesson, especially with the incentives given.

Keywords

Salazar’s grouping method, flipped classroom, small group method

References

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