The Effectiveness of the Flipped Classroom Approach in Enhancing Grade 10 Students' Achievement in Learning Radicals: A QuasiExperimental Study at Jakar Higher Secondary School, Bhutan

Abstract

This action research examined the effectiveness of a Flipped Classroom Approach (FCA) in improving Grade 10 students’ achievement in learning radicals at Jakar Higher Secondary School, Bhutan. A mixed-methods design was adopted, combining quantitative evidence from an achievement test with qualitative insights obtained through semistructured interviews. The participants comprised (n=23) Grade 10 students. An 18-item Mathematics Achievement Test (MAT), with a maximum score of 25, was administered before and after the intervention. In addition, two students were interviewed to obtain their perspectives on the learning experience. As part of the intervention, students accessed recorded instructional lessons and supporting materials prior to classroom sessions. Classroom time was subsequently devoted to guided problem-solving, discussion, feedback, and clarification of mathematical concepts. Data were analysed using descriptive and inferential statistics in SPSS, including a paired-samples t-test.