A STUDY ON THE EFFECTS OF FLIPPED CLASSROOM LEARNING MANAGEMENT ON FIFTH-GRADE STUDENTS’ MATHEMATICAL REASONING ABILITY IN THE TOPIC OF QUADRILATERALS

Abstract

This study aimed to investigate the effects of flipped classroom learning on the topic of quadrilaterals on the mathematical reasoning ability of fifth-grade students. The target group of this study was fifth-grade students from a school in Bangkok, consisting of two classrooms, totaling 79 students. The sample was selected using purposive sampling, mixed-ability groups. The research instruments used in this study were as follows: 1) eight flipped-classroom-based lesson plans on the topic of quadrilaterals, and 2) three sets of subjective tests designed to measure students’ mathematical reasoning ability on the topic of quadrilaterals. Data analysis employed descriptive statistics including percentage, mean and standard deviation, as well as qualitative analysis of students’ written responses. The findings revealed that for reasoning through argumentation and justification, the overall average score of students in both classrooms was 78.79 out of 100 with a standard deviation of 22.23. For reasoning in problem-solving, the combined average score for both classrooms were 82.91 out of 100 with a standard deviation of 16.13. In addition, qualitative analysis of students’ responses indicated that most students were able to explain their reasoning more clearly, with accurate and systematic connections between their prior knowledge and the properties of quadrilaterals. Students could use mathematical language more effectively and present their thought processes in greater detail. Classroom discussions fostered more diverse exchanges of ideas and reasoning. Furthermore, students showed increased confidence in expressing their opinions, improved analytical thinking, and enhanced mathematical communication skills.