Graduation Year

2019

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Sarah van Ingen, Ph.D.

Committee Member

Jennifer Jacobs, Ph.D.

Committee Member

Jennifer R. Wolgemuth, Ph.D.

Committee Member

Sanghoon Park, Ph.D.

Keywords

Primary school, Flip learning, Inverse learning, Math, Blended learning

Abstract

During the years 2003, 2007, 2011, and 2015, Trends in International Mathematics and Science Study (TIMSS) revealed that students in Saudi Arabia had a below-average mathematics performance among 4th and 8th-grade students. The modern and innovative techniques and strategies of teaching, such as the flipped classroom method, should replace traditional teaching methods to improve the performance and growth of students. This qualitative multiple case study explores a deeper understanding of the perspectives and the experiences of three elementary mathematics teachers when using a flipped classroom model in Saudi Arabia. This case study shows a promise of using the flipped classroom in Saudi Arabia. Also, according to the three elementary mathematics teachers, it has significantly revealed the multiple benefits from the three teachers’ perspectives on using the flipped classroom in the teaching of elementary mathematics students. The findings showed that the three mathematics teachers in elementary schools favor the flipped classroom method the involvement of the parents more increased. Also, they have more time in the classroom and they could turn their attention to helping other students. The enhancement should not only be in mathematics alone but also in the whole education curriculum in Saudi Arabia.

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