THE EFFECTIVENESS OF THE FLIPPED CLASSROOM INSTRUCTION FOR LEARNING ADDITIONAL MATHEMATICS AT A SECONDARY SCHOOL IN KUCHING
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UNIVERSITI MALAYSIA SARAWAK
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The aim of this study is to investigate the effect of the flipped classroom and the non-flipped classroom on student's engagement and performance in learning Additional Mathematics for high-performance students and low-performance. This quasi-experimental research involved the form four students (n=34) the high-performance group (HP) and (n=20) from the lowperformance group (LP) from a secondary school in Kuching. There were seventeen students participated in the flipped classroom (FC) and non-flipped classroom (NFC) respectively in the HP group while there were only ten students participated in the flipped classroom and the non-flipped classroom respectively in the LP group. The students taught using the flipped classroom watched the instruction video at home before engaging actively in the formal class at school while those taught using the non-flipped classroom went through the traditional instruction which is more to the lecture instruction. At the end of the session, the students sat for the Additional Mathematics Test and Student Engagement Questionnaires to measure the academic performance and the student engagement respectively. The finding of the study showed that there was no significant difference in academic performance between students taught using the flipped classroom and the non-flipped classroom for both high-performance group and low-performance group. However, there was a significant difference in student engagement between the students taught using the flipped classroom instruction and the nonflipped classroom for the high-performance group only. Lastly, the study also showed that student engagement had a positive effect on the academic performance for the students taught using the flipped classroom instruction but not for the non-flipped classroom.