本研究以翻轉教室教學法融入八年級數學補救教學，探討參與補救教學七位低成就學生的學習成就、學習態度及學習方法改變情形。研究方法採用質量合併研究法，蒐集學生學習單、期中考分數、學期總成績、數學學習態度量表等量化資料、並訪談每位學生、入班觀課教師和原班級數學任課教師，最後觀察學生上課分組互動表現。研究結果顯示學生學習成就有明顯進步，期中考分數進步，學期總成績有四位及格。數學學習態度前測後測之差異以無母數Wilcoxon檢定作成對樣本比較，在信心、動機、焦慮三個分量表達明顯提升。學習方法改變包含：(1)原本學生不做筆記不交作業，改變成用學習單做筆記和準時交作業；(2)學生在原教室數學課是獨自學習，在補教教學教室改變成分組互動討論學習；(3)學生之前學習數學是被動的、學習成效差，改變成主動積極參與，上台報告和同學互溝通。研究發現可供相關研究者及教學者參考。

This research want to explore the learning achievements, learning attitudes and learning approach of the seven low-achieving students with flipping classroom teaching method which integrate 8th grade mathematics remedial teaching. The Qualitative and Quantitative data in the research method were both collected, including students’ worksheets, the score in the mid-term test, the total score in the semester, interviews the attendance class teacher and the original class mathematics teacher, the mathematics learning attitude scale, and each group performance. The results of the research show that students' academic achievement has improved significantly. Four students gat a passing grade because the mid-term grade has improved, The mathematics learning attitude was analyzed by the Wilcoxon test, we found that it has improved in the expression of confidence, motivation and anxiety was significantly improved. There are a change in the learning approach. Those who don’t take notes or hand in homework at first, can take notes on the worksheet hand in on time. The learning environment teachers create let student learn actively instead of learning passively. Students can discuss and interact each other in the group. Students also take part in activities positively, such as discussion oral presentation. The study proposed conclusions as a reference for other educators and future researchers.