UTJECAJ MODELA “IZVRNUTE UČIONICE” NA POSTIGNUĆA UČENIKA U NASTAVI MATEMATIKE
THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON STUDENT ACHIEVEMENT IN MATHEMATICS
Author(s): Almir Huskanović, Hermina Alajbegović, Bakir PojskićSubject(s): Education, School education, Pedagogy
Published by: Filozofski fakultet, Univerzitet u Zenici
Keywords: flipped classroom; mathematics education; primary school; mathematical literacy; selfregulated learning; cognitive load; student achievement;
Summary/Abstract: This paper examines the possibilities and limitations of implementing the flipped classroom model in primary school mathematics, with a particular focus on student achievement, engagement, and quality of problem solving. The research was conducted on a sample of 80 seventh and eighth grade students, using a quasi-experimental pre-test/post-test design. The theoretical section discusses constructivism, self-regulated learning, task complexity, mathematical literacy, and PISA findings as key arguments for the modernization of mathematics teaching. The results show that the flipped classroom can contribute to better student engagement and quality of problem solving, but its effects depend on grade level. In the seventh grade, the experimental group achieved significantly better results than the control group (p < 0.001), whereas in the eighth grade no significant difference was found between groups. Analysis of individual changes reveals heterogeneity of effects – some students progress, some stagnate, and some regress, indicating the need for additional monitoring and support.
Journal: saZnanje
- Issue Year: 5/2026
- Issue No: 5
- Page Range: 444-460
- Page Count: 17
- Language: Bosnian
