Title

The Impact of a Flipped Classroom on Student Motivation and Engagement

Date of Award

Spring 5-7-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Aaron Peterson

Abstract

Abstract

Maintaining motivation and engagement in the mathematics classroom is a concept that teachers at all levels strive for. Motivation is an internal state that arouses, directs, and maintains behaviors, while engagement is time spent actively involved in specific learning tasks (Woolfolk, 2019). The current trend of the flipped classroom concept has given students the opportunity to become self motivated and engaged. The purpose of this study was to determine the impact a flipped classroom has on Algebra 1 students’ motivation and engagement. Over a 4-week period, students participated from a flipped classroom concept in their Algebra 1 classroom. Students who chose to participate in the study took a pre and post-Survey before and after the four weeks to determine the impact the flipped classroom had on their motivation and engagement. The means of each question on the pre and post-survey yielded a positive result, which informed the researcher that the flipped classroom did have a positive impact on students motivation and engagement. Only students whose legal guardian gave informed consent participated in the study.

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