This study examines the impact of the flipped classroom and peer instruction teaching models on students' mathematics performance. More than one hundred students participate in four-month study and they are dividing into three groups. A control group is taught according to the traditional model. The first experimental group is taught according to the flipped classroom model. A second experimental group is taught using both a flipped classroom and a peer-instructional model. A quasi-experimental design is implemented and three research tools are designed and used. These tools are YouTube chancel, tests, and survey. We expect the results of this study to show that the performance of students in flipped classroom and a peer-instructional model class outperformed those in other two sections. This approach hopes to provide students with long-term learning as they are at the center of the learning process. In addition, this approach gives us the opportunity to know the math skills that each student needs. We hope to generalize this teaching model to other science majors. This educational model effectively contributes to quality education.

Authors:
Muhammed Syam, United Arab Emirate University, United Arab Emirates
Reem Quzli, United Arab Emirates University, United Arab Emirates
Asmaa Abohatem, United Arab Emirates University, United Arab Emirates
Maysam Zain, United Arab Emirates University, United Arab Emirates
Aamna AlSadi, United Arab Emirates University, United Arab Emirates

About the Presenter(s)
Professor Muhammed Syam is a University Professor/Principal Lecturer at United Arab Emirate University in United Arab Emirates

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