Flipped classroom model and multiplicative thinking among middle basic pupils of varied abilities in Gombe State, Nigeria

Abstract

The study examined the Effects of the Flipped-Classroom Model on multiplicative thinking and Performance in Mathematics among Middle Basic Pupils of Varied Ability, in Gombe State, Nigeria within the Solomon-Four research design. The population of the study comprised 9,717 (4,821 males and 4,896 females) pupils from public schools in Billiri and Kaltungo Local Government Areas of Gombe State. The sample for the study comprised 103 pupils (48 males and 55 females). The Pupils Multiplicative Thinking Skill Quiz (PMTSQ) with a reliability of 0.81 was used to collect data, analysed using: the t-test, analysis of variance (ANOVA) and Scheffe’s test at p≤ 0.05 level of significance. Results revealed a significant difference in pupils' multiplicative thinking (MT) between the Flipped-Classroom Model (F-CM) and Traditional Method (TM) taught classes. Moreover, there was no significant difference in the MT of the flipped classes about ability levels (low and high). Recommendations: F-CM should be introduced to teach mathematics and make it a valid teaching model for school subjects.