ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1579358
The Effect of the Flipped Classroom Strategy on Motivation to Learn Mathematics Among 9th-Grade Female Students: A Quasi-Experimental Study in Amman
Provisionally accepted- 1Middle East University, Amman, Amman, Jordan
- 2Yarmouk University, Irbid, Jordan
- 3King Faisal University, Al-Ahsa, Eastern Province, Saudi Arabia
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The flipped classroom strategy (FCS) reimagines traditional instruction by shifting lectures and content delivery outside the classroom, allowing face-to-face time for active, collaborative learning. This study explores how the FCS influences the motivation to learn mathematics among 9th-grade female students in Wadi Al-Seer, Amman, Jordan. Adopting a quasi-experimental framework, 61 students from a single public school were randomly assigned to either the experimental group (n=31, receiving FCS) or a control group (n=30, following a conventional model). A 31-item Mathematics Learning Motivation Scale (MLMS) was given to both groups before and after the 12-week intervention to measure motivation. Data analysis revealed a statistically significant increase in the motivation scores of the experimental group (adjusted mean=4.27) compared to the control group (adjusted mean=3.11), yielding an effect size of 81.9% (p=0.000). These results indicate that FCS substantially boosts students' engagement and motivation in mathematics. Based on the findings, the study recommends that teacher training programs incorporate FCS methodologies and that future research investigate its effectiveness in varied educational contexts.
Keywords: Flipped classroom strategy, Motivation, Mathematics, 9th-grade, Female students, Jordan
Received: 19 Feb 2025; Accepted: 01 Aug 2025.
Copyright: © 2025 Mansour, Wardat, AlAli and Ibrahim. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yousef Wardat, Yarmouk University, Irbid, Jordan
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