<![CDATA[Purpose – This study examined the effectiveness of a flipped classroom integrated with Moodle-based mastery-oriented adaptive assessment in improving undergraduate students’ mathematical critical thinking. Methodology – A quasi-experimental pretest–posttest control group design involved 78 undergraduate students, assigned by intact classes to an experimental group and a conventional lecture-based control group. Mathematical critical thinking was measured using a 24-item open-ended test (Cronbach’s α = .82) covering clarification, inference, systematic thinking, and strategic thinking. Data were analysed using Shapiro–Wilk and Levene’s tests, independent-samples t-tests with Welch’s correction where appropriate, Hedges’ g, N-Gain, and ANCOVA to control for baseline differences. Findings – The experimental group achieved a higher posttest mean (M = 82.35, SD = 4.38) than the control group (M = 67.59, SD = 7.79), t(33.14) = 8.98, p < .001, with a very large effect (Hedges’ g = 2.55). The difference remained significant after controlling for pretest scores, F(1, 75) = 94.73, p < .001. N-Gain was also higher in the experimental group (M = .538, medium) than in the control group (M = .207, low), t(34.91) = 8.14, p < .001. Novelty – The study distinguishes rule-based, mastery-oriented adaptive assessment from classical Item Response Theory-based computerised adaptive testing and demonstrates its integration with flipped learning in mathematics education. Significance – Moodle-based adaptive assessment can strengthen flipped-classroom instruction by providing structured mastery progression that supports students’ mathematical critical thinking. ]]>
