Impact of flipped classroom instructional model on Mathematics self efficacy and student engagement in relation to learning approaches of school students

Abstract

This study aims to explore the Impact of Flipped Classroom Instructional Model on Mathematics Self Efficacy and Student Engagement in relation to Learning Approaches on a sample of 9th class students from senior secondary schools of Distt. Moga (PB). Major findings revealed that there exist significant differences in gain scores of Mathematics Self Efficacy and Student Engagement (Cognitive, Affective, Behavioural) of the groups taught through Flipped Classroom Instructions than traditional teaching method.it was found that mean gain scores of Mathematics Self Efficacy and Student Engagement (Cognitive, Affective, Behavioural) of the groups having Deep Learning Approach have higher mean as compared to Surface Learning Approach. This study would be useful for students to enhance their self-belief in abilities and to stimulate the attention and sustain the interest of students in mathematics while solving problems. newline