The Effects of Flipped Classroom Learning Activities Combined with Exit Ticket Techniques through the TED-Ed Website on Mathematical Connection Abilities of Grade 10 Students

This research aimed to study the effects of flipped classroom learning activities combined with exit ticket techniques through the TED-Ed website on mathematical connection abilities of Grade 10 students. The study employed a preliminary mixed-methods experimental research design. The research instruments consisted of a mathematical connection ability test (reliability coefficient = 0.748), post-teaching interview questions and reflection logs, and lesson plans. The population comprised 299 Grade 10 students from 7 classrooms in the first semester of the 2024 academic year at an all-boys school. The researcher used cluster random sampling to select a sample of 36 students from one classroom with mixed-ability students. Data were analyzed using descriptive statistics including mean, percentage, standard deviation, and relative gain scores, and statistical testing using the Wilcoxon signed-rank test.

The research findings revealed that students who experienced flipped classroom learning management using exit ticket techniques through the TED-Ed website showed statistically significant improvement in mathematical connection abilities at the .05 level. However, some students preferred learning with teachers rather than self-directed learning through instructional videos due to their familiarity with traditional lecture-based learning. Therefore, flipped classroom learning management should involve cooperation from both students and teachers to enhance learning effectiveness and efficiency.