Flipcart Learning

Context and Issue:

MathsFlip addresses the challenge of improving attainment in mathematics through a flipped learning approach, allowing pupils to learn core content online outside of class time and engage in reinforcing activities during class. This model aims to better prepare students for lessons and provide teachers valuable insights into student progress, facilitating more effective teaching practices. Despite the widespread attention to flipped learning, robust UK evidence of its effectiveness was lacking before this trial.

Solution:

MathsFlip offers an innovative approach to teaching mathematics, leveraging online resources to enhance learning outcomes. By shifting traditional classroom instruction to online platforms, pupils can independently engage with core content, freeing valuable class time for deeper, more complex learning activities. Teachers benefit from access to student progress data, enabling targeted resource allocation and more informed instructional planning.

Impact:

The evaluation of MathsFlip revealed promising results, with pupils in participating schools making an additional month's progress in KS2 Maths compared to their peers in non-participating schools. Additionally, there was a notable impact on reading and writing, with students in MathsFlip schools making, on average, three additional months' progress. While these results are encouraging, caution is advised regarding the unexpected improvement in literacy outcomes. Most teachers expressed positivity towards the flipped learning approach, highlighting the importance of technical and professional support provided during implementation.

The findings from the MathsFlip trial underscore the potential of flipped learning as an effective instructional strategy for improving student outcomes in mathematics. The positive impact on pupil progress, particularly in reading and writing, suggests the broader benefits of innovative pedagogical approaches. However, challenges such as technical issues with the online platform and limited internet access for some students highlight the importance of ongoing support and accessibility considerations in program implementation. Moving forward, schools considering the adoption of MathsFlip should carefully evaluate the availability of support resources and alternative access options to ensure successful implementation and maximize its impact on student learning. While there are no plans for further trials of MathsFlip, ongoing collaboration with research schools will continue to explore promising educational approaches in the UK.