  The objective of this article is to investigate the effect of active-learning
pedagogy on learners' academic achievement and their attitude toward
mathematics using both quantitative and qualitative methods. We cultivated
sustainable learning in mathematics education for college freshmen ($n = 55$)
by exposing them to both the conventional teaching method (CTM) and flipped
classroom pedagogy (FCP). By splitting them into control and experimental
groups alternately ($n_1 = 24$, $n_2 = 31$) and by selecting the four most
challenging topics in college algebra, we measured their cognitive gains
quantitatively via a sequence of pre- and post-tests. Both groups improved
academically over time across all these four topics with statistically very
significant outcomes $(p < 0.001)$. Although they were not always statistically
significant ($p > 0.05$) in some topics, the post-test results suggest that
generally, the FCP trumps the CTM in cognitive gains, except for the first
topic on factorization, where the opposite is true with a very statistically
significant mean difference $(p < 0.001)$. By examining non-cognitive gains
qualitatively, we analyzed the students' feedback on the FCP and their
responses to a perception inventory. The finding suggests a favorable response
toward the FCP with primary improvements in the attitudes toward mathematics
and increased levels of cooperation among students. Since these students are so
happy to have control of their own learning, they were more relaxed, motivated,
confident, active, and responsible in learning under the FCP. We are confident
that although this study is relatively small in scale, it will yield
incremental and long-lasting effects not only for the learners themselves but
also for other role-takers in education sectors who aspire in nurturing
sustainable long-life learning and achieving sustainable development goals
successfully.
