The effect of the flipped learning model on fifth graders’ conceptual understanding, retention, and engagement in decimal fractions

This study examined the effects of flipped learning (FL) on fifth-grade students’ conceptual understanding of decimal fractions, retention, and mathematics engagement. A quasi-experimental pretest–posttest control-group design was used with 98 students in western Türkiye (FL: n = 50; control: n = 48). The FL group watched instructional videos before class and engaged in teacher-guided collaborative activities during class, whereas the control group received conventional instruction instead. Data were collected using the Decimal Conceptual Understanding Test (DCUT) and the Mathematics Engagement Scale (MES). Independent-samples t- tests, a 2 × 3 mixed-design ANOVA, and a 2 × 2 × 4 mixed-design MANOVA were conducted. The FL group showed significantly greater improvement in conceptual understanding across the pretest, posttest, and retention tests, with a large Group × Time effect (ηp² = .199). Between-group effects were large at posttest ( d = 0.93) and retention ( d = 1.06). The MANOVA revealed a significant multivariate Time × Group interaction across the four engagement dimensions (Pillai’s Trace = .507, ηp² = .507), favoring the FL group. Overall, the findings indicate that flipped learning is associated with greater gains in conceptual understanding, retention, and multidimensional mathematics engagement in decimal fraction learning.