The Flipped Classroom Model and the Impact of Perseverance on Developing Mathematics Self-Learning Competency in Vietnam

Abstract

The adoption of the flipped classroom (FC) model in Vietnam has gained significant momentum, particularly in response to ongoing educational reforms and the broader digital transformation of learning environments. This study employs a quantitative research design, utilizing a rigorously developed and expert-validated questionnaire to survey 394 teachers and 460 middle school students. Data analysis using SPSS based in Structure equation model (SEM) theory to confirms the viability of the FC model and identifies five key factors influencing middle school students' self-learning competency (SLC) in mathematics, examine the relationships between self-learning and factors of 1) Planning (0.292), 2) Methods (0.174), 3) Technology & Learning Resources (0.116), 4) Assessment (0.229), and 5) Perseverance (0.304). Among these, perseverance emerges as the most influential factor (30.4%), underscoring the crucial role of emotional resilience and intrinsic motivation—dimensions that have been largely overlooked in previous research.

The study underscores the challenges of implementing the FC model in Vietnam, where traditional teaching prioritizes rote memorization and passive learning. Transitioning to the FC approach requires students to engage with content pre-class and develop perseverance for autonomous, cognitively demanding learning—particularly in mathematics, which demands logical reasoning and problem-solving. Maximizing the FC model’s benefits in the digital era necessitates collaboration among educators, institutions, policymakers, and students. Integrating technology with evidence-based pedagogy enhances instruction, fosters independent learning, and promotes lifelong learning. This study offers insights into self-learning development and strategies for optimizing FC implementation across educational contexts.