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The Impact of Online Flipped Classrooms in Mathematics Education: A Quasi-Experimental Study Cover

The Impact of Online Flipped Classrooms in Mathematics Education: A Quasi-Experimental Study

Open Praxis
Volume 18 (2026): Issue 3
By: ,   and    
Open Access
|Aug 2026
Figures & tables

Figures & Tables

Figure 1

The research process.

Note. MA = Mathematics achievement, MM = Mathematics motivation.

Table 1

Video materials used in ofc and fc models.

VIDEO NOVIDEO CONTENTDURATIONWEEK
1Introduction (general expression on the subject)14:45Week 2
2Left-hand and right-hand limits and limits at endpoints of an interval07:28
3Properties of limit 108:01
4Properties of limit 209:39
5Limits of composite functions06:17Week 3
6Limits of piecewise and absolute valued functions09:26
70/0 indeterminate 114:28
80/0 indeterminate 211:24
9Continuity 107:58Week 4
10Continuity 211:24
Table 2

Descriptive statistics of quantitative findings.

VARIABLEF2FOFCFC
Pre-test M(SD)Pos-test M(SD)Pre-test M(SD)Post-test M(SD)Pre-test M(SD)Post-test M(SD)
Achievement.09 (3.35)61.1 (20.7)1.25 (3.69)66.5 (21.6)1.45 (3.91)73.1 (23.5)
Motivation41.6 (5.09)42.2 (4.69)43.5 (4.82)44.7 (5.44)42.9 (5.30)42.1 (5.82)
      Goal setting13.6 (3.65)13.2 (3.08)15.0 (3.08)16.2 (2.94)14.9 (3.61)14.3 (4.09)
      Expectancy value14.1 (2.24)14.9 (1.90)14.6 (1.21)15.1 (1.86)14.2 (1.93)14.5 (2.01)
      Self-efficacy13.9 (1.90)14.1 (2.01)13.8 (2.16)13.4 (2.69)13.8 (2.09)13.3 (2.05)
Table 3

Analysis of variance results for achievement scores.

SOURCEdfSSMSFpηp2
Within subjects
Time1176985176985734.24< .001.808
Time × Method29704852.01.140.004
Error 18019284241
Between subjects
Method211655832.25.112.005
Error 28020717259
Figure 2

Comparison of pre-test and post-test mathematics achievement scores across all three instructional groups over time.

Table 4

Mixed ANOVA results for mathematics motivation.

SOURCEdfSSMSFpηp2
Within subjects
Time14.644.64.38.54.005
Time × Method230.1115.05.24.30.030
Error 180971.7412.15
Between subjects
Method213065.21.54.22.037
Error 280339442.4
Table 5

Mixed ANOVA results for goal orientation.

SOURCEdfSSMSFpηp2
Within subjects
Time1.118.12.03.870<.001
Time × Method224.29312.152.78.068.07
Error 180349.6834.37
Between subjects
Method212863.83.24.044.08
Error 280157619.7
Figure 3

Goal Orientation scores by instructional method over time, highlighting the distinct increase observed only in the OFC group over time.

Table 6

Mixed ANOVA results for expectancy-value.

SOURCEdfSSMSFpηp2
Within subjects
Time111.1911.194.75.032.06
Time × Method21.64.82.35.708.01
Error 180188.722.36
Between subjects
Method27.953.97.81.448.02
Error 280391.964.90
Table 7

Mixed ANOVA results for self-efficacy.

SOURCEdfSSMSFpηp2
Within subjects
Time12.352.35.80.373.01
Time × Method24.452.22.76.473.02
Error 180235.142.94
Between subjects
Method27.803.90.62.540.02
Error 280502.536.28
DOI: https://doi.org/10.55982/openpraxis.18.3.943 | Journal eISSN: 2304-070X
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Language: English
Page range: 620 - 637
Submitted on: Jun 24, 2025
Accepted on: Dec 19, 2025
Published on: Aug 4, 2026
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
Flipped classroom,
Mathematics achievement,
Mathematics motivation,
Online flipped classroom,
Limits and continuity

© 2026 Emre Baysal, Hamza Polat, Danyal Soybaş, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

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