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The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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Title: The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom
Language: English
Authors: Clark, Kevin R.
Source: Journal of Educators Online. Jan 2015 12(1):91-115.
Availability: Journal of Educators Online. 500 University Drive, Dothan, AL 36303. Web site: http://www.thejeo.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Descriptors: Secondary School Mathematics, Mathematics Instruction, Homework, Educational Technology, Pretests Posttests, Surveys, Interviews, Focus Groups, Observation, Journal Writing, Statistical Analysis, Qualitative Research, Student Attitudes, Conventional Instruction, Learner Engagement, High School Students, Rural Schools, Blended Learning, Action Research
ISSN: 1547-500X
Abstract: In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants' perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.
Abstractor: As Provided
Number of References: 23
Entry Date: 2015
Accession Number: EJ1051042
Database: ERIC
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  Data: The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educators+Online%22"><i>Journal of Educators Online</i></searchLink>. Jan 2015 12(1):91-115.
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Homework%22">Homework</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Writing%22">Journal Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink>
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  Data: In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants' perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 91
    Subjects:
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Homework
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Pretests Posttests
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      – SubjectFull: Surveys
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      – SubjectFull: Interviews
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      – SubjectFull: Focus Groups
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      – SubjectFull: Observation
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      – SubjectFull: Journal Writing
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Conventional Instruction
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      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Action Research
        Type: general
    Titles:
      – TitleFull: The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom
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