Date of Award
Spring 5-13-2022
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Tiffany Bockelmann
Abstract
This study researched the effects a flipped classroom had on student performance, attitude, and engagement. In a traditional classroom, direct instruction can take up half of the class time, or even more. A flipped classroom moves the direct instruction to outside of class, leaving class time for learning activities. With this extra time during class for students to engage with classmates or the teacher, it is expected that performance will start to increase. To measure performance, a unit test was given at the conclusion of the unit. Scores were compared between the experimental group and the control group. The experimental group consisted of students in the flipped classroom, and the control group consisted of students in the traditional classroom setting. To measure student engagement, the researcher kept a daily journal logging quotes and interactions among students from each group. Student attitude was measured with a Likert scale at the conclusion of the unit, in which students were asked questions regarding their experience within the flipped classroom. Overall, students in the flipped classroom scored slightly better on the unit test compared to the students in the control group. The Likert scale survey results showed that the majority of the students within the experimental group enjoyed their experience with a flipped classroom, and thought they had a better learning experience. Engagement among students and their learning was higher within the experimental group compared to the control group.
Recommended Citation
Bergeson, Brett, "Flipping the Classroom: Flipped Learning and the Performance of High School Algebra 2 Students" (2022). Dissertations, Theses, and Projects. 613.
https://red.mnstate.edu/thesis/613