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Introduction:

Flipped classroom models have gained popularity in recent years as a new approach to teaching and learning. In this model, students are introduced to new concepts through online materials or videos before coming to class, allowing classroom time to be utilized for more interactive and engaging activities. While this approach has been shown to have positive effects in various subjects, its effectiveness in mathematics education is still being researched. This thesis aims to evaluate the effectiveness of flipped classroom models in mathematics education, specifically focusing on how it impacts student learning outcomes and engagement in the subject.

Chapter One: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter Two: Literature Review
2.1 Overview of flipped classroom models
2.2 Theoretical framework of flipped classroom models
2.3 Previous studies on flipped classroom models in mathematics education
2.4 Benefits of flipped classroom models in mathematics education
2.5 Challenges of implementing flipped classroom models in mathematics education
2.6 Best practices for implementing flipped classroom models in mathematics education
2.7 Student engagement in flipped classroom models
2.8 Teacher perspectives on flipped classroom models in mathematics education
2.9 Parent and community perspectives on flipped classroom models in mathematics education
2.10 Gaps in the literature and research questions

Chapter Three: Research Methodology
3.1 Research design
3.2 Population and sample
3.3 Data collection methods
3.4 Data analysis techniques
3.5 Ethical considerations
3.6 Validity and reliability
3.7 Pilot study
3.8 Limitations of the research methodology

Chapter Four: Discussion of Findings
4.1 Overview of the study
4.2 Student learning outcomes in flipped classroom models
4.3 Student engagement in flipped classroom models
4.4 Teacher and parent perspectives on flipped classroom models
4.5 Comparison of flipped classroom models to traditional teaching methods
4.6 Implications for mathematics education
4.7 Recommendations for future research
4.8 Conclusion

Chapter Five: Conclusion and Summary
5.1 Summary of findings
5.2 Implications for practice
5.3 Limitations of the study
5.4 Future research directions
5.5 Conclusion

Thesis Overview:

The flipped classroom model has emerged as an innovative approach to teaching and learning, particularly in mathematics education. This thesis seeks to evaluate the effectiveness of flipped classroom models in mathematics education, with a focus on student learning outcomes and engagement. Chapter One provides an introduction to the topic, highlighting the background, problem statement, objectives, limitations, scope, significance, structure, and definition of terms.

In Chapter Two, a comprehensive literature review is presented, discussing the theoretical framework of flipped classroom models, previous studies in mathematics education, benefits, challenges, best practices, student engagement, and perspectives of teachers, parents, and the community. Gaps in the literature and research questions are also identified.

Chapter Three details the research methodology, including the design, population and sample, data collection and analysis methods, ethical considerations, validity, reliability, and limitations. A pilot study is described to test the research instruments.

Chapter Four presents a thorough discussion of the findings, including student learning outcomes, engagement, teacher and parent perspectives, comparisons to traditional teaching methods, implications for mathematics education, recommendations for future research, and a conclusion.

Chapter Five offers a summary of the findings, implications for practice, limitations, future research directions, and a conclusion. This thesis aims to contribute to the existing literature on flipped classroom models in mathematics education and provide insights for educators, researchers, and policymakers.

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