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.
|Commitee:||James, Kirsteen, Oyola, Michelle|
|School:||Missouri Baptist University|
|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|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be