Effectiveness of a Gaise-ll aligned flipped classroom in teaching measure of variability

This study examined the effectiveness of a GAISE II–aligned flipped classroom in improving Grade 8 students’ performance of measures of variability, specifically range, mean deviation, variance, and standard deviation. Using quasi-experimental pretest–posttest design, 50 students from two intact sections were assigned as either controlor experimental groups. Baseline results confirmed that both groups had comparable prior knowledge, with no significant difference in pretest scores. Following a four-week intervention, both groups showed statistically significant improvement; however, the experimental group demonstrated greater learning gains. Paired samples t-test results revealed a higher mean increase and a very large effect size in the experimental group compared to the control group, while independent samples t-test results indicated a significant difference in posttest scores favoring the flipped classroom, with a moderate to large effect size. The integration of the flipped classroom with the GAISE II framework facilitated student-centered learning by shifting content delivery outside the classroom and maximizing in-class time for collaborative problem-solving, inquiry-based activities, and data interpretation. These findings indicate that the approach enhances both procedural skills and conceptual understanding, particularly in statistical reasoning. The study provides empirical evidence supporting the adoption of innovative, inquiry-driven instructional strategies in mathematics education and highlights the importance of aligning pedagogy with established statistical frameworks to improve learning outcomes in contexts of low mathematics proficiency.