Authors : Sonam Phuntsho; Yeshi Dorji

Volume/Issue : Volume 11 - 2026, Issue 8 - August

Google Scholar : https://tinyurl.com/8c699222

DOI : https://doi.org/10.38124/ijisrt/26aug1477

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This action research examined the effectiveness of a Flipped Classroom Approach (FCA) in improving Grade 10 students’ achievement in learning radicals at Jakar Higher Secondary School, Bhutan. A mixed-methods design was adopted, combining quantitative evidence from an achievement test with qualitative insights obtained through semistructured interviews. The participants comprised (n=23) Grade 10 students. An 18-item Mathematics Achievement Test (MAT), with a maximum score of 25, was administered before and after the intervention. In addition, two students were interviewed to obtain their perspectives on the learning experience. As part of the intervention, students accessed recorded instructional lessons and supporting materials prior to classroom sessions. Classroom time was subsequently devoted to guided problem-solving, discussion, feedback, and clarification of mathematical concepts. Data were analysed using descriptive and inferential statistics in SPSS, including a paired-samples t-test.

Keywords : Flipped Classroom Approach (FCA), Academic Performance, Mathematics Achievement Test, Radicals.

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