USING FLIPPED LEARNING TO REDUCE MATHEMATICS ANXIETY OF PRIMARY SCHOOL STUDENTS
Abstract
This study aimed to investigate the effects of flipped learning on mathematics anxiety among primary school students. An embedded mixed-methods design was employed for this study. The participants in the 8-week intervention were 3rd-grade primary school students attending a public school in Turkiye. Data for the study was collected through the use of the mathematics anxiety scale, interview form, student diaries, and observation instrument. The collected data was analysed utilizing the Wilcoxon Signed Rank Test for quantitative analysis and inductive content analysis methods for qualitative analysis. The quantitative analysis indicated that the flipped learning significantly reduced mathematics anxiety among primary school students and enhanced student participation. The qualitative analysis produced four main themes: in-class learning activities, student participation, technology and internet usage, and learning resources. The findings revealed that the incorporation of in-class learning activities in the flipped learning facilitated a better comprehension of mathematical concepts among students and fostered positive attitudes toward mathematics lessons.
Keywords
Flipped learning, mathematics anxiety, student participation, primary school students, mathematics education, 3rd grade, and in-class learning activities
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