Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Stephen Thompson
Abstract
This mixed-methods action research study investigated the impact of the flipped classroom approach on student engagement and attitudes within a science classroom. Data was collected using student-reported responses on the Classroom Engagement Inventory, Motivated Strategies for Learning Questionnaire, student journal entries, teacher reflective journals, and an observation tracking chart kept by the classroom teacher. Findings revealed that the flipped classroom model significantly increased affective and cognitive engagement among students in a larger class size, as well as for medium-achieving students and girls. These results suggest that while the flipped classroom has the potential to enhance engagement, its effectiveness is influenced by contextual factors such as class size and student demographics. The findings contribute to the ongoing discourse on new instructional models and their role in shaping how technology is best utilized in today’s classrooms.
Rights
© 2025, Alana Lyn Hicks
Recommended Citation
Hicks, A. L.(2025). The Impact of the Flipped Learning Approach on Student Engagement in a High School Chemistry Classroom. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8346