The Effect of Flipped Classroom Learning on Integral Calculus Learning Outcomes of Mathematics Education Students

Abstract

This study investigates the effect of the flipped classroom model on mathematics education students' learning outcomes in integral calculus. Employing a posttest-only quasi-experimental design, the study involved 60 students divided into an experimental group (flipped classroom, n=30) and a control group (direct instruction, n=30). The results of the Mann-Whitney U analysis revealed a significant difference (p=0.009), with the experimental group achieving a higher mean score (75.43) compared to the control group (56.27). These findings confirm that the flipped classroom model, which shifts content delivery outside of class through videos and maximizes face-to-face time for collaborative problem-solving, effectively enhances students' understanding of integral calculus. This study strengthens the empirical evidence supporting innovative pedagogical approaches in mathematics education at the higher education level.