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Main Article Content
Effect of Flipped Classroom Instruction on Pre-Service Mathematics Teachers' Knowledge of Geometry
Thomas Mensah-Wonkyi
Abstract
This research examines the effect of flipped classroom instruction on the knowledge of geometry of pre-service mathematics teachers in Ghana. A total of 290 teachers from six intact classes across four colleges of education were selected for the research. The study employed a quasi-experimental design to compare the effectiveness of the flipped classroom instruction against the conventional teaching methods. The sampling techniques included purposive and convenience. The instrument employed to collect data was tests. Pre-service mathematics teachers in the flipped classroom groups received interactive video lessons and other online resources to review before class, while the control groups followed the conventional teaching methods. Pre-test scores were analyzed using a one-way analysis of variance (ANOVA), showing no significant difference in knowledge of geometry between the experimental and control groups. However, the post-test ANOVA results indicated a significant difference with p ˂ 0.001. Further analysis using Bonferroni’s Post hoc test confirmed significant differences between the control groups and all experimental groups, showing that the experimental groups performed better than the control groups, and with Cohen’s d effect size being large, the study recommends integrating the flipped instructional strategies into geometry instruction by mathematics teachers to promote active engagement, independent learning, and improved academic performance in geometry among pre-service mathematics teachers.
