Browsing by Author "Tungushpayev T."

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    Enhancing Trigonometry Instruction: An Intervention Study on the Integration of Flipped Learning in High School Classroom
    (SDU University, 2025) Tungushpayev T.
    This quasi-experimental study investigates the effects of integrating a flipped learning approach into high school trigonometry instruction. Four intact ninth-grade classes (80 students in total) participated over a six-week intervention: two classes (44 students) received flipped classroom instruction while two classes (36 students) served as controls with traditional teaching. In the flipped model, students studied video lessons (sourced from Khan Academy) as homework and engaged in problem-solving and discussions during class, whereas control classes received conventional lectures. A pre-test/post-test design was used to measure academic performance in trigonometry. The flipped learning intervention was grounded in constructivist theory, encouraging active pre-class learning and in-class collaboration. From pre-test to posttest, both experimental and control groups showed improvement; but, the experimental group showed a more marked improvement in test scores and conceptual understanding. An independent t-test verified a statistically significant variation in favor of the flipped approach (p <.05), since the post-test mean scores of the experimental classes were higher than those of the control classes. But not all students regularly watched the assigned videos ahead of class, so limiting the full impact of the flipped model – a major implementation difficulty. Still, students who participated actively in the video courses showed better performance, more drive, and more classroom participation. This study offers empirical data showing that flipped learning can improve secondary level trigonometry instruction, so raising student engagement and outcomes. It emphasizes the need of student responsibility and supportive scaffolding for effective flipped classrooms as well as provides useful insights for teachers on juggling in-class and out-of-class learning. Recording the benefits and disadvantages of flipped learning in a high school environment helps the body of knowledge on mathematics education to be improved and might direct instructional design, teacher preparation, and education policy meant to modernize pedagogy for better student learning.