A Quantitative Study of Student Performance in an Algebra I Class Utilizing the Flipped Classroom Approach

Autor/in	Biederman, Colleen M.
Titel	A Quantitative Study of Student Performance in an Algebra I Class Utilizing the Flipped Classroom Approach
Quelle	(2018), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-3910-3
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Algebra; Teaching Methods; Pretests Posttests; Scores; Blended Learning; Comparative Analysis; Self Efficacy; Knowledge Level; Learning Processes; Grade 9; High School Students; Student Attitudes; Conventional Instruction; Mathematics Achievement; Mathematics Tests; Outcomes of Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Learning process; Lernprozess; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg
Abstract	The flipped classroom is a growing trend within the education field; specifically at the colligate level. When examining the flipped classroom, teachers assign students material to review prior to attending class. Such materials could be videos, lecture notes, reading assignments, or work/activity sheets. During class time, students collaborate with other students and their teacher on assignments that were previously considered homework. Researchers have provided little empirical evidence that students are more successful in the flipped classroom learning environments compared to that of a traditional lecture learning environment. The purpose of this quantitative study was to investigate knowledge, learning, social, and self-efficacy theories by comparing the pre- and post-test results of the flipped classroom learning environment with that of the traditional lecture learning environment. A comparison was made using pre- and post-test scores of students in both the flipped and traditional classrooms. Participants in the study included 60 ninth graders who were taking Algebra I for the first time. To date, there has been very little studies conducted on the flipped classroom in secondary education math courses. Using an independent sample t-test statistical analyses, the findings indicated there was a significant difference in the pre- and post-test results between the flipped (M = 13.47) and traditional classroom (M = 9.33). The implication of the study demonstrated that the flipped classroom had a positive outcome on student performance on the end-of-chapter exam compared to that of students in the traditional lecture classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01