Exploring the Application of the Flipped Classroom Model in Advanced Mathematics: Evidence from Chongqing Three Gorges Medical College

Background and Aim: In recent years, the flipped classroom model has gained attention as a student-centered instructional approach, particularly for courses characterized by high abstraction and cognitive load, such as advanced mathematics. However, empirical studies on its implementation in vocational colleges, especially among non-mathematics majors, remain limited. This study aims to investigate the application and effectiveness of the flipped classroom model in the teaching of advanced mathematics at Chongqing Three Gorges Medical College. Materials and Methods: This research adopts a mixed-methods design, combining quantitative and qualitative data collection. The participants consisted of 86 students divided equally into an experimental group (flipped classroom) and a control group (traditional instruction). Data were collected through academic achievement tests, learning attitude questionnaires, classroom observations, and semi-structured interviews with instructors. Statistical analyses were conducted using SPSS 26. 0, including independent and paired samples t-tests, supported by thematic analysis of qualitative data. Results: The experimental group outperformed the control group significantly in post-test academic scores (M=81.47 vs. 74.19, p< 0.001). Students in the flipped classroom also exhibited improved learning interest, autonomy, participation, and self-efficacy, along with a significant reduction in mathematics anxiety. Classroom observation revealed higher engagement levels, while teacher interviews highlighted both the pedagogical advantages and the implementation challenges of the flipped model. Conclusion: The flipped classroom model proved to be an effective instructional approach for enhancing academic performance and learning engagement in advanced mathematics within a vocational education setting. It reshaped traditional instructional dynamics by promoting active learning, cognitive investment, and affective gains. These findings provide theoretical and empirical support for the broader application of flipped instruction in high-content, practice-oriented courses.