Download or read book Effects of flipped classroom instruction on middle grade students mathematics achievement written by Aubree Marian Williams and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Flipped Classroom Instruction on Student Achievement in an Integrated Mathematics I Classroom written by Tucker Owen Schwarberg and published by . This book was released on 2018 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to determine the effects of the flipped classroom instruction on student achievement in an Integrated Mathematics I course at the secondary level. Three sections of Integrated Mathematics I courses were compared, with one section receiving traditional instruction, one section receiving flipped classroom instruction, and one section receiving alternating instruction per unit, with flipped classroom instruction and traditional instructional methods each used in three units. Summative exam data from six unit assessments and one comprehensive semester final exam were compared across all the groups to measure the effect of flipped classroom instruction on student achievement. The results showed no significant difference in achievement overall based upon the type of instruction received. The results also showed no significant difference in academic achievement for English Learners based upon the type of instruction received. After comparing students based upon initial performance in the course, results showed the mean score on the comprehensive final for students receiving flipped classroom instruction in the medium performance group were significantly higher than the students receiving traditional instruction in the medium performance group. Results are discussed.
Download or read book The Effects of Flipped Learning on Middle School Students Achievement with Common Core Mathematics written by Jared Montgomery and published by . This book was released on 2015 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Common Core State Standards (CCSS) has caused K-12 math teachers to search for new pedagogical strategies to instruct their students. This study investigated whether a popular learning environment called flipped learning is a valuable instructional technique to be used with a seventh grade CCSS's math curriculum that emphasizes problem-based learning. Flipped learning is a form of blended learning that combines information and communication technology with instruction that switches the focus of the classroom instruction from one that is teacher-centered to one that is student-centered. Literature is limited with flipped learning being integrated in a K-12 math classroom. However, literature suggests that flipped learning and California CCSS Mathematics Framework share a commonality based on technology-supported learning, student-centered instruction and problem-based learning activities. This study used a quasi-experimental methodology with a repeated measures design to compare the effects flipped learning had on a group of middle school students' academic achievement in a seventh grade CCSS math class. The two cohorts' (control and intervention group) results from three measures (pre-test and two post-tests) were analyzed using three analyses: difference in average scaled scores, Repeated Measures Analysis of Variance, and t-tests to determine if there was a difference in performance. Though the findings show the effects of flipped learning were insignificant; the results from this study still suggest that flipped learning is equally an effective learning environment for student-centered instruction and/or blending other learning environments for K-12 teachers.
Download or read book We the Students and Teachers written by Robert W. Maloy and published by State University of New York Press. This book was released on 2015-01-03 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: We, the Students and Teachers shows history and social studies educators how to make school classrooms into democratic spaces for teaching and learning. The book offers practical strategies and lesson ideas for transforming democratic theory into instructional practice. It stresses the importance of students and teachers working together to create community and change. The book serves as an essential text for history and social studies teaching methods courses as well as professional development and inservice programs for history and social studies teachers at all grade levels.
Download or read book Flip Your Classroom written by Jonathan Bergmann and published by International Society for Technology in Education. This book was released on 2012-06-21 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
Download or read book The Flipped Classroom written by Jennifer L. Muzyka and published by ACS Symposium. This book was released on 2018-01-16 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Resource added for the Foundations of Teacher Education 105222 and Paraeducator (Instructional Assistant) 315222 programs.
Download or read book The Impact of Flipping a Middle School Classroom on Student Achievement written by Dee Metcalf and published by . This book was released on 2015 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact the flipped teaching model had on student achievement at the middle school level as well as examine student perception of the learning experience. Eighty-five students, 4 classes, were taught the same math material with two groups receiving instruction using the flipped model and two groups receiving instruction using the traditional classroom model. Pre- and post-assessment data were collected from each group to measure student achievement. Each class also had data collected from exit slips as well as homework scores. A survey was also administered to the flipped classes to measure students' attitudes toward and perceptions of the learning experience. The results demonstrated that the treatment group had statistically significant higher levels of achievement on exit slip scores, homework scores and the change from the pre- to post-test scores. However when controlling for existing differences between groups, no significant differences were found. The results also demonstrate that there was no interaction between treatment and English Learner (EL) status on post-test scores, exit slip scores and homework scores, but that ELs performed at lower levels than non-ELs on the post-test and homework. Results on the student survey indicated the flipped model of instruction had an overall favorable impact on student perception during the flipped classroom learning experience.
Download or read book How the Flipped Classroom Impacts Students Math Achievement written by Christin S. Carlisle and published by . This book was released on 2018 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the differences between the mathematical achievement of high school students within a flipped instruction mathematics classroom compared to a traditional instruction mathematics classroom. These differences were examined and compared through collection and analyzation of math sections from standardized tests including the ACT and PSAT in addition to student surveys and interviews regarding student perspectives of their mathematical anxiety and self-efficacy for participants from each instructional method. The results mostly indicated that there was no significant difference between the traditional instructional method and the flipped instructional method's impact on standardized scores; however, students did express less anxiety, greater amounts of self-efficacy, as well as a greater interest in mathematics within the flipped classroom on open-ended questions and interviews.
Download or read book Blended Learning in Practice written by Amanda G. Madden and published by MIT Press. This book was released on 2019-04-09 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: A guide to both theory and practice of blended learning offering rigorous research, case studies, and methods for the assessment of educational effectiveness. Blended learning combines traditional in-person learning with technology-enabled education. Its pedagogical aim is to merge the scale, asynchrony, and flexibility of online learning with the benefits of the traditional classroom—content-rich instruction and the development of learning relationships. This book offers a guide to both theory and practice of blended learning, offering rigorous research, case studies, and methods for the assessment of educational effectiveness. The contributors to this volume adopt a range of approaches to blended learning and different models of implementation and offer guidelines for both researchers and instructors, considering such issues as research design and data collection. In these courses, instructors addressed problems they had noted in traditional classrooms, attempting to enhance student engagement, include more active learning strategies, approximate real-world problem solving, and reach non-majors. The volume offers a cross-section of approaches from one institution, Georgia Tech, to provide both depth and breadth. It examines the methodologies of implementation in a variety of courses, ranging from a first-year composition class that incorporated the video game Assassin's Creed II to a research methods class for psychology and computer science students. Blended Learning will be an essential resource for educators, researchers, administrators, and policy makers. Contributors Joe Bankoff, Paula Braun, Mark Braunstein, Marion L. Brittain, Timothy G. Buchman, Rebecca E. Burnett, Aldo A. Ferri, Bonnie Ferri, Andy Frazee, Mohammed M. Ghassemi, Ashok K. Goel, Alyson B. Goodman, Joyelle Harris, Cheryl Hiddleson, David Joyner, Robert S. Kadel, Kenneth J. Knoespel, Joe Le Doux, Amanda G. Madden, Lauren Margulieux, Olga Menagarishvili, Shamim Nemati, Vjollca Sadiraj, Donald Webster
Download or read book The Flipped Mathematics Classroom written by Heather Ramaglia and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addresses how the flipped method of classroom instruction differs from traditional classroom instruction when comparing student achievement measures in middle and high school mathematics classrooms. The flipped classroom is defined by the Flipped Learning Network (2014) as an instructional method that moves direct instruction outside of the classroom in order to make room in the classroom for a more interactive learning environment where students can actively engage in the content. The flipped classroom strategy theoretically allows teachers the time to develop mathematical ideas and the ability to facilitate that development. For the Common Core State Standards initiative to be effective, teachers need to engage students in new learning experiences that support college and career readiness. By implementing a technology based instructional approach, like the flipped classroom strategy, teachers are able to blend twenty-first century skills with the development of the essential habits of mind of mathematically proficient students (Brunsell & Horejsi, 2013). This study seeks to understand how the flipped method of classroom instruction can lead to improved student achievement in mathematics courses and improve student perceptions about math in order to encourage course consumption in the future (Zollman, 2011). A modified explanatory sequential mixed methods design was used, and it involved collecting quantitative data and then explaining the quantitative results with in-depth qualitative data. In the quantitative phases of the study, NWEA Mathematics MAP Assessment data were collected from middle school students and course common final assessment scores were collected from middle school and high school students in a large Midwestern suburban school district to determine how student math achievement was impacted for students in a flipped classroom as compared to a traditionally instructed classroom. The frequency of active learning incidents was also collected during classroom observations. The qualitative phase was conducted as a follow up to the quantitative results to help explain the quantitative results. In this exploratory follow-up, student and teacher perceptions of mathematics achievement as a result of the flipped classroom approach to instruction with middle and high school math students and how those perceptions might be different than those of students and teachers in traditionally taught classrooms along with descriptions of observable active learning incidents in the school district were explored.
Download or read book The Impact of Flipped Instruction on Middle School Mathematics Achievement written by Amanda Grace Martin and published by . This book was released on 2015 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Flipped Instruction written by Barry Wiginton and published by . This book was released on 2013 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study utilized an explanatory mixed-methods research design to investigate the effect of learning environment on student mathematics achievement, and mathematics self-efficacy, and student learning style in a ninth grade Algebra I classroom. The study also explored the lived experiences of the teachers and students in the three different learning environments and the effect students' learning style had on preference for learning environment. Key findings of the study were: 1) students in the Flipped Active and Flipped Mastery learning environments scored significantly higher on mathematics achievement than students in the Traditional learning environment; 2) students in the Flipped Mastery learning environment scored significantly higher on mathematics self-efficacy than students in the Traditional learning environment; 3) students in both the Flipped Active and Flipped Mastery learning environments appreciated the level of control over the learning process but were dissatisfied by the inability to ask real-time questions; 4) students in the Flipped Mastery learning environment enjoyed working at an individualistic pace but struggled with falling behind; and 5) students preferring active, sensing, sequential, and verbal learning experiences expressed satisfaction with both the Flipped Active and Flipped Mastery learning environments. The study findings suggest that classroom teachers should utilize the Flipped Instructional approach to make more in-class time for active learning strategies; and implement mastery learning strategies to promote student responsibility, self-regulation, and ownership of the learning process. Future research should investigate the effect that Flipped Instruction has on the learning environment at the middle and high school level as well as in subject areas other than mathematics.
Download or read book Flipped in the Middle written by Danielle Haslauer and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Effect of a Flipped Classroom on Students Motivation and Mathematics Achievement in Developmental College Algebra written by Abdelfattah Sabir and published by . This book was released on 2016 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect of a flipped classroom learning environment on mathematics achievement and motivation. The study compared community college developmental algebra students in a flipped classroom environment versus those enrolled in traditional classroom environment during the spring 2016 semester. A total of 46 students participated in the 8-week study that was conducted in a comprehensive two-year community college located in Chicago's northwest suburbs. In the flipped classroom section, the instructor created online videos of his lectures, and students viewed them and took a short quiz prior to attending class. Students worked on problem-solving activities in class. Math achievement was compared between an intervention and comparison group using scores from the mid-term exam. Student motivation was compared between the intervention and comparison group using the Keller's Course Interest Survey (CIS) and Instructional Materials Motivation Survey (IMMS), and open-ended questions for the intervention group. The results indicated no statistically significant difference in motivation and math achievement between the intervention group (flipped classroom) and comparison group (traditional classroom). Also, the relationship between motivation and math achievement was not statistically significant. Finally, results showed that class type -- flipped classroom and traditional classroom did not moderate the effect of motivation on math achievement.
Download or read book Flipping the Classroom written by Allison B. Freet and published by . This book was released on 2016 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to investigate the relationship between the flipped classroom and student learning. The purpose of this study was to determine if the technique of a flipped classroom, in which initial learning is done outside of the classroom and practice is done within the classroom, contributed to greater gains in student learning. There was one main question researched in this study: Do students in a flipped classroom show evidence of increased learning compared to those in a traditional classroom? The research was performed at a private Christian suburban high school with 25 students over a 4-week period. Data were collected using a pre-test and a post-test design and subsequently analyzed using independent-samples t tests. The results showed that while there was no statistically significant difference in gain scores between the control and experimental groups, the raw scores showed positive results in favor of the flipped classroom. The raw data produced other interesting trends, such as the fact that females seemed to respond better to the flipped classroom model than males and that the bottom and top third of the experimental class had higher gain scores than the control classroom. However, in order to investigate these phenomena and the overall effectiveness of the flipped classroom in secondary education, more research should be done. Keywords: flipped classroom, inverted learning, cooperative learning, high school math, student learning, technology.
Download or read book Assessing the Effects of a Flipped Classroom Approach on Student Achievement Mathematical Thinking Attitudes and Teacher Perceptions in an Undergraduate Calculus Class Using a Participatory Action Research Approach by Allen Renfro written by and published by . This book was released on 2015 with total page 1198 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the effect of implementation of a flipped classroom approach in a college calculus class that utilized constructivist teaching pedagogies and social learning theory to promote positive student attitude toward mathematics.
Download or read book Online Learning written by Nada Dabbagh and published by Prentice Hall. This book was released on 2005 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: Jill couldn't help falling for Todd. He was handsome, charming, and they had incredible chemistry, but he had a wife, and they had an arrangement. Learning to live in a poly-amorous relationship was different for everyone involved. But they adjusted. Then entered Dean. Witty, romantic, and entirely available to be Jill's alone, he swept Jill off her feet in a way that would have answered her desires, but now only left her confused. A marriage proposal from Dean brought even more questions. Could Jill learn to be the one?
