Date of Award
Open Access Dissertation
Instruction and Teacher Education
College of Education
Flipped Classroom Pedagogical Model and Middle-Level Mathematics Achievement: An Action Research Study describes an integers and rational numbers unit (TIRN) over a sixweek period in a seventh-grade flipped mathematics classroom. The identified problem of practice centers on these twenty-three student participants’ low achievement on math tests. The purpose of the study is to determine the relationship between a flipped classroom pedagogy and student achievement. The participant-researcher aimed to differentiate instruction for these seventh-grade student-participants using a flipped model that included videos. This flipped classroom pedagogical model allowed for additional time for the participant-researcher to assist struggling student-participants and to foster their learning through the videos. Data collection prior, during, and after the implementation of TIRN, included participant-researcher journal entries, classroom observations; and pre- and post-tests. A t-test was conducted on the test score data. Findings show that overall student-participants improved their score from pretest to posttest. The study uncovered three themes: effect on student-participant understanding, student-participant resistance to new pedagogy, and student-participant attitudes toward flipped pedagogy. A new key question that emerged from the analysis of the data includes: How did the flipped classroom affect students’ achievement from this year (2016-2017) compared to last year (2015-2016)? The Action Plan for fall 2017 at this middle school includes weekly teacher in-service preparation sessions for three seventhgrade mathematics teachers to be conducted by the teacher-researcher, for flipped model curricular development. Additionally, the participant-researcher will create mentoring opportunities within the District for new math teachers implementing the flipped classroom pedagogy as described in this action research study.
Leo, C.(2017). Flipped Classroom Pedagogical Model and Middle-Level Mathematics Achievment: An Action Research Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4304