Date of Award

8-16-2024

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

William Morris

Abstract

The purpose of this action research study was to implement and evaluate the impact of a modified flipped classroom approach on students’ ability to use Adobe Premiere Pro in a Multimedia course at Jefferson High School. The current pedagogical model for teaching the video editing software is not conducive to student achievement and students need additional instruction after in-class demonstrations. A major issue in teaching software programs using in-class demonstrations is that when students do not understand the applications of the program, the teacher has to stop demonstrations and walk around the classroom to help struggling students while other students are left to wait. Similarly, if students do not grasp the concepts during the in-class demonstration, they may struggle to work independently. When a student is absent, this also poses a problem because they miss the in-class demonstrations. In these situations, the teacher has to reteach the students, which takes away valuable class time.

A modified version of the flipped classroom, called the in-class flip, was developed to alleviate some of the traditional flipped classroom issues such as the students not coming to class prepared or not having adequate technology outside of the classroom. The participants in this study consisted of the 14 students enrolled in the Multimedia II course at Jefferson High School in the Spring 2022 semester. The mixed methods design used the quantitative data collection methods of pretest-posttest, two student artifacts, and post-survey, while the qualitative data consisted of open-ended survey questions and semi-structured student interviews. The research questions focused on the following: (1) How does a modified flipped classroom approach affect the students’ ability to use Adobe Premiere Pro at Jefferson High School? and (2) What are the students’ experiences with the modified flipped classroom in a Multimedia course at Jefferson High School?

Quantitative data analysis showed a significant increase in mean scores between the pre-test and posttest. It also showed that the majority of students became proficient in using Adobe Premiere Pro. The qualitative data analysis showed that students had an overall positive experience with the modified flipped classroom. Highlighted advantages included self-efficacy and the self-paced nature of the model.

The findings of this study indicate that the modified flipped classroom is an acceptable instructional method for learning video editing software and can be used for learning other computer software programs at the high school level. A call for further research includes the use of the in-class flip in other subject areas.

Rights

© 2024, Jamie Mercer

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