Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

David Kupferman

Abstract

In recent years, a new method of instruction has become increasingly popular amongst educators. Whereas the traditional method of teaching uses class time for direct instruction/teacher lecture, the flipped instruction model shifts that direct instruction to outside of class time as homework. The aim of flipped instruction is to allow educators more time to engage with and support students during the class time, while students work through practice problems. The purpose of this research is to examine whether flipped learning impacts students’ performance on assessments, students’ ability to retain information, and students’ attitude and perception of learning, as compared to a more traditional method of instruction. This study will include a control group of roughly sixty students who will be instructed via the traditional method and an experimental group of roughly sixty students who will be instructed via the flipped learning method. Students will complete a pre-assessment to establish prior knowledge, a unit test to analyze growth, a quiz completed roughly one month after the completion of the unit to examine retention levels, and a survey to provide insight into students’ attitudes about learning.

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