Edutainment-flipped classroom model and its impact on prospective teachers’ numeracy competence

Purpose This study examines the effect of an edutainment-based flipped classroom model on the numeracy competence of prospective elementary school teachers. Design/methodology/approach This study employed a mixed-methods embedded design with a quasi-experimental approach. The participants consisted of 312 Primary School Teacher Education students divided into an experimental group (n = 156) and a control group (n = 156) using intact group sampling. Quantitative data were collected through a numeracy competence test and analyzed using pretest equivalence testing and ANCOVA to examine the effect of the Edutainment-Flipped Classroom model while controlling baseline differences. Qualitative data were collected through questionnaires and semi-structured interviews to explore students’ learning experiences, cognitive and emotional engagement, and perceptions of the learning model. The qualitative data were analyzed thematically using ATLAS.ti version 24 to support and enrich the quantitative findings. Findings The results indicate that students exposed to the edutainment-based flipped classroom demonstrated significantly higher numeracy competence than those in the conventional flipped classroom. Improvements were evident across three indicators: the use of basic mathematical numbers and symbols, the ability to analyze information in various representations and the ability to use analytical results for prediction and decision-making. Qualitative findings suggest that the integration of edutainment enhanced student engagement and conceptual understanding. Originality/value This study contributes empirical evidence on the effectiveness of integrating edutainment into the flipped classroom model to enhance numeracy competence in teacher education. It offers a novel instructional perspective for strengthening numeracy competence among prospective teachers.