USING FLIPPED LEARNING TO REDUCE MATHEMATICS ANXIETY OF PRIMARY SCHOOL STUDENTS.

Saved in:

Bibliographic Details
Title:	USING FLIPPED LEARNING TO REDUCE MATHEMATICS ANXIETY OF PRIMARY SCHOOL STUDENTS.
Authors:	KARAKOC, Yusuf¹ yk.yusufkarakoc@gmail.com, HAVA, Kevser¹ kevserhava@gmail.com
Source:	Turkish Online Journal of Distance Education (TOJDE). Apr2026, Vol. 27 Issue 2, p246-267. 22p.
Subject Terms:	Math anxiety, Flipped classrooms, Mathematics education, Mixed methods research, School children, Educational technology, Student participation, Teaching aids
Geographic Terms:	Türkiye
Abstract:	This study aimed to investigate the effects of flipped learning on mathematics anxiety among primary school students. An embedded mixed-methods design was employed for this study. The participants in the 8-week intervention were 3rd-grade primary school students attending a public school in Turkiye. Data for the study was collected through the use of the mathematics anxiety scale, interview form, student diaries, and observation instrument. The collected data was analysed utilizing the Wilcoxon Signed Rank Test for quantitative analysis and inductive content analysis methods for qualitative analysis. The quantitative analysis indicated that the flipped learning significantly reduced mathematics anxiety among primary school students and enhanced student participation. The qualitative analysis produced four main themes: in-class learning activities, student participation, technology and internet usage, and learning resources. The findings revealed that the incorporation of in-class learning activities in the flipped learning facilitated a better comprehension of mathematical concepts among students and fostered positive attitudes toward mathematics lessons. [ABSTRACT FROM AUTHOR]
	Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study aimed to investigate the effects of flipped learning on mathematics anxiety among primary school students. An embedded mixed-methods design was employed for this study. The participants in the 8-week intervention were 3rd-grade primary school students attending a public school in Turkiye. Data for the study was collected through the use of the mathematics anxiety scale, interview form, student diaries, and observation instrument. The collected data was analysed utilizing the Wilcoxon Signed Rank Test for quantitative analysis and inductive content analysis methods for qualitative analysis. The quantitative analysis indicated that the flipped learning significantly reduced mathematics anxiety among primary school students and enhanced student participation. The qualitative analysis produced four main themes: in-class learning activities, student participation, technology and internet usage, and learning resources. The findings revealed that the incorporation of in-class learning activities in the flipped learning facilitated a better comprehension of mathematical concepts among students and fostered positive attitudes toward mathematics lessons. [ABSTRACT FROM AUTHOR]
ISSN:	13026488