ࡱ> 9 bjbj Xhh8mxx     8V4x&(*"L XTxVxVxVxVxVxVx${~Pzx `"``zx  :x `j  Tx `Tx .rH\w`^t@@xx0x$u8( \w\w pw`` `````zxzx ```x`````````````xX : Practitioner-Led Research (2014-2015) Research Title Learners perspectives on the use of online resources for increasing confidence in GCSE maths Researcher(s)' name(s) Emma Wardell Organisation Stockton Riverside College Related resources Poster Prezi -  HYPERLINK "http://bit.ly/2udS5WF" http://bit.ly/2udS5WF Key Findings Cooperation between the learners was greater than usual. Tutors had more time to monitor individuals progress and comprehensively assess learning during the session. Learners were more inclined to ask for help or clarity of methods. Although the 16-18 participants were the most resistant to the intervention, the data collected suggests that they were the group who gained the most from it. What has changed? The findings from the intervention only show a slight difference in the confidence levels between the two differently delivered sessions. From a tutors perspective the depth of understanding demonstrated, through the ability to answer the given exam questions, during the flipped session appeared greater than what would have been expected if the same topic had been delivered in a tutor-led session. This has given us the impetus to extend the use of flipped learning sessions to try and make a significant impact on students learning experiences in the future. Recommendations 1. Create a bank of interactive online lessons. 2. Promote flipped learning within the maths team through CPD. 3. Promote the benefits of active learning to learners to try to ensure full participation. 4. Continually develop and refine our use of technology within maths teaching to increase learner confidence. Crown copyright 2023. This resource is available to use under the  HYPERLINK "https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/" Open Government Licence v3.0.      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