Date of Award

Fall 2020

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Michael M. Grant

Second Advisor

Tammi D. Kolski

Abstract

The purpose of this action research was to evaluate the implementation of the flipped classroom model in a high school English classroom. Students are entering college and the workforce lacking the minimum writing skills needed, which may be the result of a lack of engagement throughout school. The flipped classroom model is one teaching and learning strategy that has been shown to increase student achievement, close the achievement gap, and increase student engagement and critical thinking. This study focused on three research questions: (1) How and in what ways does implementing a flipped classroom model in a high school writing course affect students’ writing quality?; (2) How and in what ways does implementing a flipped classroom model in a high school writing course affect students’ engagement?; and (3) How and in what ways does the flipped classroom model affect students’ perceptions and experiences? Data collection will incorporate an evaluative, convergent parallel mixed methods design using preintervention and postintervention writing tasks, surveys, and observations. After transcribing, reviewing, and coding the data, overlapping themes were identified.

Findings revealed the flipped classroom model had a positive impact on student writing achievement, engagement, and students’ perceptions of the model on their learning. The answers to these questions along with any other themes are presented, and the general value of the model is discussed.

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