Exploring the Application of the Flipped Classroom Model in Advanced Mathematics: Evidence from Chongqing Three Gorges Medical College

Abstract

Background and Aim: In recent years, the flipped classroom model has attracted increasing attention as a student-centered instructional approach, particularly for subjects characterized by high abstraction and cognitive complexity, such as advanced mathematics. Despite its growing adoption, empirical research on the effectiveness of flipped instruction in higher vocational colleges, especially among non-mathematics majors, remains limited. This study aims to examine the application and effectiveness of the flipped classroom model in advanced mathematics teaching at Chongqing Three Gorges Medical College.

Materials and Methods: This study employed a mixed-methods research design integrating quantitative and qualitative approaches. The participants consisted of 86 students equally divided into an experimental group using the flipped classroom model and a control group receiving traditional instruction. Quantitative data were collected through academic achievement tests and learning attitude questionnaires, while qualitative data were obtained from classroom observations and semi-structured interviews with instructors. Statistical analyses were conducted using SPSS version 26.0, including independent and paired samples t-tests. Qualitative data were analyzed using thematic analysis to explore students’ learning experiences and instructional outcomes.

Results: The findings revealed that students in the flipped classroom group significantly outperformed those in the traditional instruction group in post-test academic achievement scores (M = 81.47 vs. 74.19, p < 0.001). Students exposed to flipped instruction also demonstrated higher levels of learning interest, autonomy, classroom participation, and self-efficacy, alongside a noticeable reduction in mathematics anxiety. Classroom observations indicated greater engagement and interaction during learning activities, while instructor interviews highlighted both the pedagogical benefits and implementation challenges associated with the flipped classroom approach.

Conclusion: The study confirms that the flipped classroom model is an effective instructional strategy for improving academic achievement and learning engagement in advanced mathematics within vocational education contexts. By promoting active learning, cognitive participation, and positive affective outcomes, the flipped model reshapes traditional teaching dynamics and enhances student-centered learning experiences. The findings provide valuable theoretical and empirical support for the wider application of flipped instruction in complex, practice-oriented courses in higher vocational education.