Introduction

Flipped learning, a pedagogical approach gaining popularity in education, aims to transform the traditional classroom model. In this innovative method, students engage with instructional content outside of class, typically through videos or online resources, allowing for valuable in-class time to be dedicated to collaborative activities and discussions. By flipping the traditional learning model, students become active participants in their education, fostering deeper understanding and critical thinking skills.

This approach promotes personalized learning experiences, encourages self-paced learning, and enhances student-teacher interactions. Flipped learning has shown promising results in improving student performance and engagement, making it an exciting avenue for educational advancement.

The case study

In a study conducted at UCL, students in a fresher mathematics class were introduced to flipped learning. Pre-recorded video lectures and online resources were made available to students prior to class. Results showed a significant improvement in student performance, with higher test scores and increased understanding of complex mathematical concepts. The flipped learning approach allowed students to review the material at their own pace, reinforcing their understanding and enabling them to actively participate in problem-solving activities during class.

Implementation

The study was conducted over a 12-week period, with a group of 50 maths students participating. During the first six weeks, traditional teaching methods will be employed, serving as a control group. Subsequently, flipped learning techniques will be introduced for the following six weeks, allowing for a comparative analysis of the two approaches.

Data Analysis

Quantitative data was analyzed using statistical methods such as t-tests to determine any significant differences in students’ mathematical performance. Qualitative data will be transcribed and analyzed thematically, identifying recurring patterns and themes within students’ responses.

Ethical Considerations

Ethical guidelines were followed throughout the study, ensuring informed consent, confidentiality, and the right to withdraw. The study will also obtain necessary permissions from relevant educational institutions and adhere to data protection regulations.

Conclusion

This case study provided valuable insights into the potential benefits of flipped learning in maths education. By employing a rigorous methodology, we aimed to contribute to the existing body of knowledge and inform future educational practices.