Flipped Instructional Model and Cognitive Student Engagement in Math Class

Date of Award

Fall 12-18-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Aaron Peterson


Cognitive, engagement


The purpose of this study was to investigate if a flipped instructional model classroom will increase cognitive student engagement of 26 students in two sections of a 7th grade mathematics class. This research examined student engagement using a flipped instructional model versus a non-flipped instructional model. Data was collected from online student surveys using Qualtrics that asked students ten questions about their cognitive engagement in mathematics class. After about six weeks of a flipped instructional model, students were given the same ten question survey and the post flipped instructional model students responses were compared to the student responses before the flipped instructional model and percentage change was calculated.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract only: No full text available.