本研究旨在探討衣索比亞WolaitaSodo大學的數學課程中，以翻轉學習為核心之真實數學教育(realistic mathematics education) 對學生學習成績、數學自我效能感、參與度、批判性思維傾向和問題解決傾向之影響。在衣索比亞，學生對數學的興趣和成績一直很低，這對他們未來的職業前景產生了負面影響。此外，使用以教師為中心的教學方法有其自身的局限性，阻礙了學生的學習動機和學習技能的發展。翻轉學習為一種以學生為中心的新教學模式，近年來在各學習階段引起越來越多的關注。即使翻轉課堂的相關研究愈來愈多，但通常都忽略了建構課程的學習理論，而是專注於使用這種方法如何影響學生的學習成果。真實數學教育（RME）理論提供了發展學生合作學習任務的基礎。因此，本研究提出了以翻轉學習為核心之真實數學教育（FL-RME）方法實施於數學課堂。為了評估所提出的方法有效性，在工程數學預備課程中實施了一項不等組前測-後測設計之準實驗研究。學生分為兩組，採用以翻轉學習為核心之真實數學教育學習的學生（the FL-RME group）和採用真實數學教育學習的學生（the RME group）。本研究蒐集了學生之成就測驗、問卷、訪談資料，並透過成對樣本t檢定、獨立樣本t檢定、共變異數分析（ANCOVA）和質性分析，了解本課程是否能夠提升學生之學習成績、數學自我效能感、參與度、批判性思維傾向和問題解決傾向。研究結果顯示，在真實數學教育中實施以翻轉學習為核心的教學方法，後測以及後問卷之結果都有顯著的增加。此外，實驗組的訪談結果顯示，學生認為採用FL-RME方法是一種有效的學習策略，可以促進 "協作和互動"、"個性化學習 "和 "解決問題的能力"。依據研究結果，提出對未來研究和教學設計的建議，以及本研究的限制。

The purpose of this study was to evaluate the effectiveness of flipped learning-based realistic mathematics education on students’ learning achievement, mathematics self-efficacy, engagement, critical thinking tendency, and problem-solving tendency in a mathematics course at Wolaita Sodo University, Ethiopia. In Ethiopia, the interest and performance of students in mathematics have been low. This has a negative effect on their future career prospects. Also, the use of a teacher-centered approach has its own set of limitations that prevent students from developing their motivation and learning skills. Flipped learning, a newly emerged student-centered instructional model, has attracted increasing attention in all grade levels in recent years. It is widely acknowledged that flipped learning improves students' conceptual understanding by reversing the order of pre-class learning activities and in-class settings. Even though there is more research on flipped classrooms, they usually ignore the learning theories that were used to construct the curriculum and instead concentrate on how well using such an approach affects student outcomes. The Realistic Mathematics Education (RME) theory provides a foundation for the development of tasks for students’ collaborative learning. Therefore, this study proposes a flipped learning-based realistic mathematics education (FL-RME) approach to support a mathematics classroom. To evaluate the effectiveness of the proposed approach, a quasi-experimental study, pretest-posttest non-equivalent group design, was implemented in a pre-engineering mathematics course. There were two groups of students: the students who adopt flipped learning-based realistic mathematics education (the FL-RME group) and those who learn with realistic mathematics education (the RME group). Data collection included an achievement test, questionnaires, and interviews. Data analysis included paired sample t-test, independent sample t-test, analysis of covariance (ANCOVA), and thematic analysis. The finding revealed a significant increase in post-test and post-questionnaire due to the implementation of flipped learning-based approach in conjunction with realistic mathematics education. Moreover, the interview results of the experimental group revealed that students perceived adopting the FL-RME approach as an effective learning strategy that promotes “collaboration and interaction,” “personalized learning” and “problem-solving ability.” Recommendations suggestions for future research and instruction design and limitations of the study were discussed.

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