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The impact of flipping a middle school classroom on student achievement

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dc.contributor.advisor Poole, Dawn
dc.contributor.author Metcalf, Dee
dc.contributor.other Myhre, Oddmund
dc.date.accessioned 2015-11-20T20:33:22Z
dc.date.available 2015-11-20T20:33:22Z
dc.date.created 2015 November en_US
dc.date.issued 2015-11-20
dc.identifier.other Master of Arts in Education en_US
dc.identifier.uri http://scholarworks.csustan.edu/handle/011235813/947
dc.description.abstract The purpose of this study was to determine the impact the flipped teaching model had on student achievement at the middle school level as well as examine student perception of the learning experience. Eighty-five students, 4 classes, were taught the same math material with two groups receiving instruction using the flipped model and two groups receiving instruction using the traditional classroom model. Pre- and post-assessment data were collected from each group to measure student achievement. Each class also had data collected from exit slips as well as homework scores. A survey was also administered to the flipped classes to measure students’ attitudes toward and perceptions of the learning experience. The results demonstrated that the treatment group had statistically significant higher levels of achievement on exit slip scores, homework scores and the change from the pre- to post-test scores. However when controlling for existing differences between groups, no significant differences were found. The results also demonstrate that there was no interaction between treatment and English Learner (EL) status on post-test scores, exit slip scores and homework scores, but that ELs performed at lower levels than non-ELs on the post-test and homework. Results on the student survey indicated the flipped model of instruction had an overall favorable impact on student perception during the flipped classroom learning experience. en_US
dc.language.iso en_US en_US
dc.title The impact of flipping a middle school classroom on student achievement en_US
dc.type Thesis en_US

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