Team-Based Flipped Classroom: Effects on Student Attitude, Motivation, Engagement, and Achievement in Mathematics

Abstract

This study investigated the effects of team-based flipped classroom (TBFC) on students' attitude, motivation, engagement, and achievement compared to the conventional classroom (CC). It also analyzed its effects on students with different achievement levels and determined which among the aforementioned student variables predict achievement. The study used a combination of quantitative, Matching-Only Pretest-posttest Control Group Design, and qualitative approaches. The study used a 100-item researcher-made achievement test, series of ten 10-itemreadiness tests, the modified attitude towards mathematics inventory by Tapia and Marsh (2000), the mathematics motivation scale by Liu and Lin (2010), and the student engagement instrument by Fredricks et al. (2016). Results revealed that students exposed to TBFC had significantly higher positive attitudes towards mathematics, higher levels of engagement, and higher achievement test scores than CC students. TBFC students also had higher levels of self-confidence, value, and emotional engagement. Among TBFC students, outstanding students showed higher levels of cognitive engagement. Furthermore, the path diagram revealed that attitude, motivation, and engagement are interrelated. Only engagement significantly predicted achievement. Qualitative themes reflected that advanced assignments boost self-confidence, team sharing equates team enjoyment, TBFC has the "we can do itl' drive, reviewing online prepares big time, and sharing means engaging. It is recommended to launch an educational platform in mathematics education for advanced assignments, offer capacity-building sessions for mathematics educators on TBFC, and explore the effectiveness of TBFC in a full virtual set-up.