How the flipped classroom affects achievement, homework motivation, participation in classroom activities, and parental role in third-grade mathematics: A mixed-methods study

Interest in innovative teaching models supporting students’ learning in primary mathematics has been increasing. This study aimed to examine how flipped classrooms affect students’ academic achievement, motivation toward homework, and participation in classroom activities in third-grade mathematics. It also aimed to determine whether parents’ roles have changed. The study was conducted with an intervention mixed-methods design. The quantitative study group consisted of 33 students from two classes selected based on pretest scores, while the qualitative group included the experimental group teacher, 12 students, and 10 parents. Data were collected through various quantitative and qualitative tools. Quantitative data were analyzed with independent samples t-test and Mann-Whitney U test; qualitative data were analyzed with content analysis. The results showed that the flipped classroom, in an interrelated manner, increased students’ academic achievement, participation in classroom activities, intrinsic motivation toward homework, and learning retention, while facilitating parents’ responsibilities for homework and enhancing parental involvement. Based on the findings, the flipped classroom is recommended due to its contributions to students and parents in third-grade mathematics learning processes.