Published Paper Details:

The researchers assessed how flipped teaching affects mathematics self-efficacy of class XI standard students. The study applied a pre-test and post-test equivalent group experimental design to test 200 students who were categorized into two groups: the experimental group (n = 100) underwent flipped teaching, while the control group (n = 100) received conventional teaching. The intervention was executed through two instructional units, which included Set Theory and Relations & Functions. The researchers used their own flipped teaching plan together with a verified Mathematics Self-Efficacy Scale (MSES), which assesses four different aspects of self-efficacy in mathematics: mathematics confidence, motivation and effort, anxiety and stress and goal orientation and Mastery. The statistical analysis demonstrated that the experimental group achieved higher overall self-efficacy scores in comparison to the control group with a t score of 16.95, a p value smaller than 0.01 and a d value of 2.41 which showed a very large effect size. The experimental group results showed no gender differences because boys and girls showed equal benefits from flipped teaching (t = 1.35, p > 0.05). The findings demonstrate that flipped teaching functions as an effective and fair educational method which research supports to improve learner's self-efficacy in mathematics.