Enhancing Mathematics Learning Outcomes through a Flipped Classroom Grouping Mechanism Informed by Self-study Habits: Utilizing iPad Screen Time Data

Abstract

Considering the limitations of traditional flipped classroom grouping methods, such as random grouping and homogeneous grouping based on grades, this study utilized the “Screen Time” feature on iPads to collect learners’ self-study habits and developed a mathematics flipped learning grouping mechanism founded on self-study habits as the basis for homogeneous grouping. Employing a quasi-experimental design and implementation, the research examined the efficacy of the math flipped learning grouping mechanism in enhancing learners’ math performance in flipped math learning. The results align with the conclusions of numerous prior studies, demonstrating that using self-study habits as the foundation for grouping enables group members to possess similar cognitive levels, which subsequently improves the quality of classroom discussions and ultimately leads to advancements in performance. These findings offer valuable insights for group formation in flipped learning contexts.