Thesis

The Effects of Flipped Learning on Middle School Students' Achievement with Common Core Mathematics

Common Core State Standards (CCSS) has caused K-12 math teachers to search for new pedagogical strategies to instruct their students. This study investigated whether a popular learning environment called flipped learning is a valuable instructional technique to be used with a seventh grade CCSS’s math curriculum that emphasizes problem-based learning. Flipped learning is a form of blended learning that combines information and communication technology with instruction that switches the focus of the classroom instruction from one that is teacher-centered to one that is student-centered. Literature is limited with flipped learning being integrated in a K-12 math classroom. However, literature suggests that flipped learning and California CCSS Mathematics Framework share a commonality based on technology-supported learning, student-centered instruction and problem-based learning activities. This study used a quasi-experimental methodology with a repeated measures design to compare the effects flipped learning had on a group of middle school students’ academic achievement in a seventh grade CCSS math class. The two cohorts’ (control and intervention group) results from three measures (pre-test and two post-tests) were analyzed using three analyses: difference in average scaled scores, Repeated Measures Analysis of Variance, and t-tests to determine if there was a difference in performance. Though the findings show the effects of flipped learning were insignificant; the results from this study still suggest that flipped learning is equally an effective learning environment for student-centered instruction and/or blending other learning environments for K-12 teachers.

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