Date of Award

2018

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

College of Education

First Advisor

Toby Jenkins-Henry

Abstract

The mixed methods action research study described focused on the problem of student disengagement in an introductory computer science classroom at a community college. The problem of practice led to the development of the following research question: What is the impact of the flipped classroom on the academic performance and perceptions of community college students? A quasi-experimental design, using one group of students experiencing both a control and treatment, was implemented to investigate the research question. One half of a computer concept unit was taught using the transmission method of learning while the second half was taught using the flipped method of instruction. The transmission method incorporated instruction traditionally found in higher education, including lecture and passive learning techniques. The flipped learning method included video lessons viewed outside of class and active learning strategies employed during class time. The results of both pre-tests and post-tests were used to determine if the flipped environment affected student academic performance. In addition, a short survey and student journals were employed to determine students’ overall perceptions of both teaching methodologies. On the whole, students saw more academic growth during the flipped half of the instructional unit, but their perceptions of the teaching method were not as favorable.

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