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Effect of Flipped Classroom Model on Achievement in Mathematics in Relation to Critical Thinking

Ram Mehar

Associate Professor
Department of Education
USOL Panjab University
Chandigarh (India)

Gurpreet Kaur

Assistant Professor
DAV College of Education
Amritsar, Punjab (India)


The present study investigates the effect of flipped classroom model on achievement in mathematics in relation to critical thinking. The study was confined to class 9th mathematics students of English medium private co‑educational schools of Amritsar (Punjab), affiliated to CBSE, New Delhi. The random sample consisted 200 students of class 9th selected from three different schools of Amritsar (Punjab). Instructional material based on flipped classroom model was prepared and utilized to teach the experimental group and control group was taught through traditional teaching strategy by the investigators. The tools was used for data collection were on achievement in mathematics developed by the investigators and critical thinking scale developed by Murthy (2005). After pre and post-testing on all the students, gain scores were computed. The statistical techniques such as Mean and SD were used in the analysis of data. F-ratio and t-test were employed to find significance of difference between means related to different groups and variables. The data was analyzed using Analysis of Variance (2×3) and following conclusions were drawn: (i) The performance of flipped classroom model group was found significantly higher as compared to the control group. (ii)The performance of students with different critical thinking group was found significant. (iii)Significant interaction effect was found between the two variables.

Key words: Flipped Classroom Model, Achievement in Mathematics, Critical Thinking.

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