APPLYING A FLIPPED CLASSROOM MODEL FOR AN INTERNATIONAL SCHOOL IN TAIWAN: OVERCOMING AMOTIVATION AND ANXIETY IN ALGEBRA

“Math anxiety” is an all-too-common feature in many math classrooms; concomitantly, low motivation follows and, hence, math learning can be impeded (Foley et al., 2017). This mixed methods action research study was designed to measure the effectiveness of a flipped classroom (FC) in reducing math anxiety, increasing motivation, and enhancing learning strategies. An action research approach was taken to explore the effectiveness of a FC model, which has been modified by the ARCS model (Attention, Relevance, Confidence, Satisfaction), elements of gamification, and guided by ADDIE (Analysis, Design, Development, Implementation, Evaluation) design principles. This action research study also provides validity to the FC model currently in use by the math department at Jade Mountain International School (JMIS) (pseudonym), an international school located in Taiwan. Quantitative data, extracted from student surveys, was collected and analysed; students were given pre and post intervention surveys using the Math Anxiety Rating Scale - Revised (MARS-R) and Motivated Strategies for Learning Questionnaire (MSLQ) respectively. The FC model was employed for a 10 week period during the 3rd quarter of the academic year. To develop a robust set of best practices, the ADDIE instructional design model was applied to plan, develop, implement, and evaluate the instructional materials. Motivational elements of the instructional materials and methods were guided by the ARCS framework (Keller, 1987, 2000) which is focused on creating attention, relevance, confidence and satisfaction for the students. The rationale for this action research comes from a) the need to support math students at JMIS, who have math anxiety and associated low motivation, b) to provide additional instructional strategies for JMIS math teachers, and c) to add to existing research on FC models, as implemented in international schools located in Taiwan. The data from the FC intervention showed statistically significant results in anxiety reduction and an increase in motivation and learning strategies