Comparison of two implementation strategies of the flipped learning method in academic mathematics

Implementing the flipped learning method in Iran’s higher education with the perspective of localization brings challenges, it seems to depend on classroom participation. In this regard, the purpose of the present study is to investigate the effect of gender and personality in group work and to compare the mathematical performance of two different strategies of this new approach. The statistical population of this descriptive-analytical research included four classes of general mathematics II, and all of them took the DISC personality test. In two classes, the students were grouped by their results, and the others were grouped according to personal choice. So, students’ introversion and extroversion, as well as neutral, introverted, extroverted, more introverted, or more extroverted groups, were also determined and recorded. The conducted investigations showed that the flipped learning method with the voluntary grouping strategy was more effective than the other for just females, introverts, and extroverts; the population of males showed similar performance in both strategies; the neutral and more introvert groups in the voluntary grouping, and the introvert and more introvert groups based on the DISC Test had the same result. Eventually, the superiority of students’ mathematical performance was proved in the voluntary grouping compared to grouping by DISC test.

کلیدواژه ها:

DISC Personality Test ، Gender ، personality ، Mathematical Performance ، Voluntary Grouping