Flipped Instructional Model and Cognitive Student Engagement in Math Class
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
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.
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Larson, Chad, "Flipped Instructional Model and Cognitive Student Engagement in Math Class" (2020). Dissertations, Theses, and Projects. 453.