New Perspectives in Science Education
Analysis of Introducing a Flipped Classroom Learning Model for Teaching Mathematics at Riga Technical University
Elena Ligere, Riga Technical University (Latvia)
Ilona Dzenite, Riga Technical University (Latvia)
Inta Volodko, Riga Technical University (Latvia)
Abstract
The flipped classroom (FC) learning model has attracted considerable attention due to its potential to foster student engagement in the learning process. The FC approach transforms traditional in-class lectures into a self-directed learning format: before class, students independently study materials provided by educators, such as video lectures and other educational resources. Classroom time is used for discussion, problem-solving and consultations. It allows students to learn at their own pace, develop their problem-solving skills and engage more actively with the learning material. The benefits and limitations of implementing the FC approach across academic disciplines in school and higher education
contexts have been widely discussed ([1]). Recently, the readiness and willingness of engineering students to study higher mathematics through the FC approach at Riga Technical University (RTU) have been explored in [2]. The results showed that students are quite sceptical of this approach and perceive the model as having more disadvantages than advantages. Students identified the main limitations: difficulties with self-organisation, insufficient time for learning and difficulties mastering course material
independently. This semester at RTU, as part of a pedagogical experiment, an FC model is being implemented in the one-semester course “Supplementary Mathematics” for a group of 38 second-year students. The experiment aimed to evaluate the effectiveness and applicability of this approach. In December, students will complete a Google Forms survey to determine their attitudes toward the FC model as well as to assess their individual perceptions and learning experiences within this approach.
This evaluation will be compared with the one in [2], where students didn't use the FC approach, but their willingness to experience it in learning mathematics was explored through an explanation of the FC model's main features. The paper will provide a qualitative and quantitative analysis of students’ academic performance and compare it with data from previous years, when the traditional teaching approach was used.
Keywords: Flipped classroom, mathematics, higher education
REFERENCES
[1] F. Shaari, I.F. Kamsin, (2024) “Flipped Classroom for Matriculation: Are Students and Teachers Ready?”
[2] I.Dzenite, E.Ligere, S.Cernajeva, (2025) “On the Advantages and Disadvantages of Using a Flipped Classroom Learning Model for Teaching Higher Mathematics at Technical Universities”
