The Effect of Google Sites-assisted Flipped Classroom Discovery Learning Model and Cognitive Style on Mathematics Problem-Solving Skills and Student Learning Independence
Background: Mathematics problem-solving skills and student learning independence are essential for facing 21st-century challenges. Conventional teacher-centered approaches limit student collaboration and independent exploration. Objectives : This study investigates how the Google Sites-assisted D...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Department of Mass Communication, University of Nigeria
2025-06-01
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| Series: | Ianna Journal of Interdisciplinary Studies |
| Subjects: | |
| Online Access: | https://iannajournalofinterdisciplinarystudies.com/index.php/1/article/view/813 |
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| Summary: | Background: Mathematics problem-solving skills and student learning independence are essential for facing 21st-century challenges. Conventional teacher-centered approaches limit student collaboration and independent exploration.
Objectives : This study investigates how the Google Sites-assisted Discovery Flipped Classroom (DFC) model affects students' mathematics problem-solving skills and learning independence while analysing the influence of cognitive styles on learning outcomes and exploring potential interactions between these variables.
Methodology : In the study, a quasi-experimental design was employed with SMA Negeri 4 Halmahera Timur's students enlisted in the 120 11-grade students` 2x2 factorial pattern. The participants were further divided into a control group that used the Direct Instruction method and an experimental group that employed the DFC model. The data were gained through pretests and post-tests conducted on students to measure their problem-solving skills and learning independence. Then, the values were used to analyse the interaction between the variables using the MANOVA test with the use of SPSS 27.
Results : The outcomes indicated that applying the DFC model, which Google Sites support, can significantly enhance students' problem-solving and learning independence. MANOVA analysis verified that the DFC model was the main factor on both terms, and field-independent students were the best performers. It also appeared that the cognitive style had a significant effect on interaction, especially in the field-dependent cognitive style of the students.
Conclusion: This research has confirmed that the learning model DFC, which Google Sites facilitates, can effectively develop students' mathematics problem-solving skills and individual learning. The student's cognitive style is another factor essential to the learning outcome, whereas field-independent students show excellent performance. Using the DFC model in conjunction with cognitive style would show that this model would be conducive to the field-dependent students becoming independent in their learning.
Unique Contribution: This research is unique in its focus on developing technology in mathematics education through the DFC model, which leads to students' mastery of academic skills and respects the differences in cognitive styles. This research is novel in that it explores how adaptive learning models a digital-age student's unique needs.
Recommendations : According to the research results, implementation of the DFC model in the learning process, particularly in the mathematics area, should be seen as a viable option for teachers and educators concerned with that matter. Moreover, it is vital to consider differences in students' cognitive styles when designing more inclusive and adaptive learning strategies.
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| ISSN: | 2735-9883 2735-9891 |