Motivation and Achievement: Measuring the Effect of Student Choice Boards in the Flipped Classroom

Date of Award

Spring 5-15-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Renee Harmon



The purpose of this action research was to implement student choice as an agent to increase student achievement and motivation. This mixed-methods study explored the effects of using student choice boards in a flipped classroom and specifically how it affected student motivation. Seventy-four advanced algebra high school students were be asked to participate in the study. For each lesson, students were given options of an assignment that they completed to show the level of mastery of the learning objectives. The assignment options were differentiated by product and process. Level of student engagement was measured and recorded by the co-investigator through an observational rubric that recorded participation level and off-task behavior. Students provided feedback through short surveys that provided insight as to the effectiveness of this differentiation. Levels of student achievement were collected by comparing the class average of two classroom unit assessments: one given prior to the intervention and one after the intervention. The results of this research will be shared within the school district in the hopes that it will encourage educators to provide students choice to increase engagement and motivation.

This document is currently not available here.