Dissertation/Thesis Abstract

The Effects of Flipped Learning in the Sixth-Grade Mathematics Classroom
by Flick, Angela, Ed.D., Missouri Baptist University, 2019, 147; 13813313
Abstract (Summary)

The longitudinal, mixed methods study examined the impact of flipped learning on mathematics achievement in a sixth-grade mathematics classroom. The problem this study addressed is students in the United States of America are underachieving in mathematics education when compared to other first world countries. The purpose of this mixed methods study was to conclude if the implementation of flipped learning increases student achievement in sixth-grade mathematics in the middle school classroom. Two groups of students were used over the course of this study; Group One was taught using traditional teaching methods and Group Two was taught using both traditional and flipped learning methods. The qualitative study examined the opinions of teachers, parents, and students in regard to flipped learning using surveys, interviews, and panel interviews. The quantitative part of this study used achievement scores measured by a benchmark test created by the researcher and tested students five times over the course of the two school years while taking into account IEP, gender, and student placement. The benchmark scores were analyzed using an independent-samples t-test and an ANCOVA test, along with a Chi-square goodness-of-fit test for the Likert-scale survey questions. The ANCOVA test showed statistically significant measure regarding flipped learning for the benchmarks given in Quarter 1 [F(1, 202) = 54.45, p = 0], Quarter 2 [F(1, 202) = 8.799, p = 0.003], and Quarter 3 [F(1, 202) = 10.407, p = 0.001] for Missouri Learning Standard 6.EEI.A.3 (equivalent expressions). The qualitative research found positive results from parents, teachers, and students. Implications for policy and practiced included research-based professional development for teachers wishing to implement flipped learning and ensuring all students have access to technology at home and at school.

Indexing (document details)
Advisor: Hladky, Susan
Commitee: James, Kirsteen, Oyola, Michelle
School: Missouri Baptist University
Department: Education Division
School Location: United States -- Missouri
Source: DAI-B 80/08(E), Dissertation Abstracts International
Subjects: Mathematics education, Middle School education, Educational technology
Keywords: Digital divide, Flipped classroom, Flipped learning, Mathematics, Tecnhology
Publication Number: 13813313
ISBN: 978-1-392-02749-3
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