The effect of flipped class approach on math learning of students in multi-grade classes

The purpose of this study was to investigate the effect of the flipped class approach on math learning of students in multi-grade classes. This research is a quasi-experimental design of pre-test-post-test-follow-up with a control group. After studying and designing educational work, 36 elementary school students studying in two multi-level schools in the academic year 1300-1400 in Kohgiluyeh and Boyer-Ahmad provinces participated in this study as free volunteers. Participants were randomly assigned to experimental and control groups and the experimental group was trained for 10 sessions (one session per week) using the flipped class approach. Analysis of variance with repeated measures was used to analyze the data. The results of repeated measures analysis of variance showed that there was a significant difference in the mean of math learning components (P <0.05) between the control and experimental groups; Therefore, teaching with the flipped class approach has increased the learning of mathematics in students in multi-grade classes. In addition, the results show that the use of the flipped class approach in learning math problems in students in multi-grade classes is consistent over time.