2016 Volume 39 Issue 1 Pages 125-133
“Flipped Classroom” is a teaching method to prepare learners for their lesson by watching a related video at home where they validate their understanding of the learning contents and then discuss about it at school. In this study, we conducted a flipped class in mathematics: direct proportion and inverse proportion in sixth grade elementary school. To verify the effects of the flipped learning strategies, learners’ video viewing logs, notes at home, and pretest and posttest results were analyzed, which consequently, derived four findings: 1) Even lower-ranked learners could achieve a degree of positive results. 2) Learners’ viewing activities were different based on their ranks. Higher-ranked learners exceeded the allotted viewing time because they watched the videos incrementally to understand the contents well. 3) The higher-ranked learners made detailed notes, while the lower-ranked learners tended not to record their calculations and reflections. 4) Among the lower-ranked learners, those who achieved higher scores in the posttest wrote detailed notes both at home and in school.