A Flipped Classroom Approach to Teach Fractions and Decimals in Grade VII at Trashigang Middle Secondary School: A classroom action research

This study employed action research to enhance students’ comprehension of fundamental math concepts, particularly fractions and decimals, in response to concerns about subpar math performance among Bhutanese students. The study included 23 girls and 25 boys in the seventh grade and utilized the flipped classroom model to reinforce their understanding of decimals and fractions. While the existing literature lacks a specific focus on this concept, empirical studies suggest that the flipped classroom can improve overall academic performance. The research consisted of three cycles: pre-test, intervention, and post-test. The findings indicated a positive response from students who valued the flexibility of interactive video lessons and collaborative learning. They reported enhanced comprehension, improved performance, and a deeper grasp of the subject matter. However, some students expressed concerns about an increased workload and difficulties in retaining information, underscoring the need for tailored support. Recommendations include personalizing the flipped classroom experience, simplifying video content, and offering supplementary resources to address workload concerns. Additionally, it is essential to provide teacher professional development for effective implementation of the flipped model. Although this study demonstrates the effectiveness of the flipped classroom in improving learning outcomes, it is limited to one grade level and basic concepts.