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 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 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 the Flipped Classroom on High School Mathematics Students Academic Performance and Self efficacy written by Yee Veng Vang and published by . This book was released on 2017 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of the flipped classroom on mathematics achievement and self-efficacy. The participants consisted of 60 11th-12th grade high school math students from four separate classes. Thirty-four students from the two classes served as the treatment group with the flipped classroom methods of instruction. Twenty-six students from the other two classes served as the control group with the traditional lecture-homework method of instruction. A series of ANCOVAs were run to compare means across four separate measures, a posttest and three unit exams. Additionally, a survey gathered self-efficacy data. The findings revealed no statistically significant differences between treatment and control group students on any of the outcomes. Results are discussed.
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 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 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 The Flipped Classroom written by Carl Reidsema and published by Springer. This book was released on 2017-02-27 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching and learning within higher education continues to evolve with innovative and new practices such as flipped teaching. This book contributes to the literature by developing a much deeper understanding of the complex phenomenon of flipped classroom approaches within higher education. It also serves as a practical guide to implementing flipped classroom teaching in academic practice across different higher educational institutions and disciplines. Part 1 of this book (Practice) describes the considerations involved in flipped classroom teaching, including the challenges faced in transforming teaching and learning within higher education. Further, it reviews the educational concepts on which the flipped classroom is based, including a selected history of similar innovations in the past. The final sections of Part 1 explore the tools needed for flipping, the design steps, assessment methods and the role of reflective practice within flipped teaching environments. “p>Part 2 of the book (Practices) provides a range of case studies from higher educational institutions in different countries and disciplines to demonstrate the many shapes and sizes of flipped classrooms. Many of the challenges, such as engaging students in their own learning and shifting them from spectators in the learning process to active participants, prove to be universal.
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 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 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 Foundations of Educational Technology written by J. Michael Spector and published by Routledge. This book was released on 2015-06-19 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: An engaging book for professional educators and an ideal textbook for certificate, masters, and doctoral programs in educational technology, instructional systems and learning design, Foundations of Educational Technology, Second Edition offers a fresh, interdisciplinary, problem-centered approach to the subject, helping students build extensive notes and an electronic portfolio as they navigate the text. The book addresses fundamental aspects of educational technology theory, research and practice that span various users, contexts and settings; includes a full range of engaging exercises for students that will contribute to their professional growth; and offers the following 4-step pedagogical features inspired by M. D. Merrill’s First Principles of Instruction: TELL: Primary presentations and pointers to major sources of information and resources ASK: Activities that encourage students to critique applications and share their individual interpretations SHOW: Activities that demonstrate the application of key concepts and complex skills with appropriate opportunities for learner responses DO: Activities in which learners apply key concepts and complex skills while working on practice assignments and/or projects to be created for their electronic portfolios The second edition of this textbook covers the core objectives addressed in introductory educational technology courses while adding new sections on mobile learning, MOOCs, open educational resources, "big data," and learning analytics along with suggestions to instructors and appendices on effective writing, professional associations, journal and trade magazines.
Download or read book Classroom Lessons written by Kate McGilly and published by MIT Press. This book was released on 1994 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: A timely complement to John Bruer's Schools for Thought, Classroom Lessons documents eight projects that apply cognitive research to improve classroom practice. The chapter authors are all principal investigators in an influential research initiative on cognitive science and education. Classroom Lessons describes their collaborations with classroom teachers aimed at improving teaching and learning for students in grades K-12. The eight projects cover writing, mathematics, history, social science, and physics. Together they illustrate that principles emerging from cognitive science form the basis of a science of instruction that can be applied across the curriculum. The book is divided into three sections: applications of cognitive research to teaching specific content areas; applications for learning across the curriculum; and applications that challenge traditional concepts of classroom-based learning environments. Chapters consider explicit models of knowledge with corresponding instruction designed to enable learners to build on that knowledge, acquisition of specified knowledge, and what knowledge is useful in contemporary curricula. Contributors Kate McGilly. Sharon A. Griffin, Robbie Case, and Robert S. Siegler. Earl Hunt and Jim Minstrell. Kathryn T. Spoehr. Howard Gardner, Mara Krechevsky, Robert J. Sternberg, and Lynn Okagaki. Irene W. Gaskins. The Cognition and Technology Group at Vanderbilt. Marlene Scardamalia, Carl Bereiter, and Mary Lamon. Ann L. Brown and Joseph C. Campione. John T. Bruer. A Bradford Book
Download or read book The Flipped Classroom written by JoRanna Saunders and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effect of the flipped classroom on academic achievement in high school mathematics. The purpose of this study was twofold. The immediate purpose was to determine if there was a statistical difference in student academic achievement in two high school mathematics classrooms once the flipped classroom concept was implemented. This study also examined the effect of the flipped classroom on students' critical thinking skills. This static-group comparison utilized a pretest-posttest non-equivalent control group design and two null hypotheses were tested. The flipped curriculum was not a significant factor in increasing student academic achievement or in increasing student critical thinking skills. Implications, recommendations, and suggestions for future research studies were discussed.
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 Doing Quantitative Research in Education with SPSS written by Daniel Muijs and published by SAGE. This book was released on 2010-12-31 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible and authoritative introduction is essential for education students and researchers needing to use quantitative methods for the first time. Using datasets from real-life educational research and avoiding the use of mathematical formulae, the author guides students through the essential techniques that they will need to know, explaining each procedure using the latest version of SPSS. The datasets can also be downloaded from the book′s website, enabling students to practice the techniques for themselves. This revised and updated second edition now also includes more advanced methods such as log linear analysis, logistic regression, and canonical correlation. Written specifically for those with no prior experience of quantitative research, this book is ideal for education students and researchers in this field.
Download or read book Instructional Approach and Mathematics Achievement written by Dustin Daniel Files and published by . This book was released on 2016 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship three different instructional models had with students' mathematics achievement. The research factors included group membership (flipped, online, and traditional), student demographics (gender, age, and race/ethnicity), and students' affective domain (attitudes toward mathematics, mathematics self-efficacy with respect to algebra, and locus of control). The study used a quasi-experimental, modified nonrandomized pretest-posttest control group, involving intact classes of 117 students during the fall 2015 semester. The data collection instruments consisted of several different assessments: (a) a four-section questionnaire, (b) a test of prerequisite skills (TPRS), (c) three unit examinations, and (d) an end-of-semester comprehensive final examination. A hierarchical multiple regression strategy was used to analyze the data. Results showed: (a) students in the flipped group scored on average 2.57 and 1.67 units respectively, higher on the final examination, which was the measure of student achievement, than students in the online group and traditional group; (b) student age had a significant and negative effect on student achievement; (c) mathematics self-efficacy had a significant and direct relationship on student achievement; and (d) there were no significant interactions between group membership and the other research factors relative to student achievement. Stepwise regression analysis confirmed the results of the hierarchical multiple regression analysis. The results were consistent with cognitive and social constructivism, and self-efficacy theory. The findings inform the mathematics education community about the effect/influence the flipped classroom model has on student achievement in college algebra. Findings also confirm the pronounced role self-efficacy plays with respect to student achievement. Findings also confirm that gender, race/ethnicity, and students' attitudes toward mathematics make little contribution to explaining the variance in final exam scores.
