Teachers’ Experiences with Flipped Classrooms in Senior Secondary Mathematics Instruction

The quest for effective pedagogical practices in mathematics education has increasingly highlighted the flipped classroom model. This model has been shown to be particularly successful in higher education settings within developed countries, where resources and technological infrastructure are readily available. However, its implementation in secondary education, especially in developing nations, remains a critical area of investigation. Building on our earlier research which found that students rated flipped classroom model positively, this mixed-method study explored teachers’ experiences with implementing the model for mathematics instruction at the senior secondary level. Since teachers play a pivotal role as facilitators of this pedagogical approach, their understanding and perceptions of it can significantly im-pact its effectiveness. To gather insights into teachers’ experiences, this study employed both close-ended questionnaires and semi-structured interviews. Quantitative analysis of participants’ responses to the questionnaires, including mean scores, standard de-viations and Kruskal-Wallis H tests, revealed that teachers generally gave positive evaluations of their experiences with flipped classrooms, but also pinpointed notable differences in their assessments. Qualitative findings from the thematic analysis of the interview data provided insights into the specific support systems teachers require for successful adoption of the flipped classroom model for senior secondary mathematics instruction.