The Effect of the Flipped Classroom on Homework Completion and Mastery of the Content
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2015-06
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Abstract
The
purpose
of
this
research
was
to
study
the
effect
of
the
flipped
classroom
environment
on
homework
completion
and
mastery
of
the
content
in
a
high
school
Honors
Biology
class.
In
the
second
semester
of
the
year,
students
were
given
content
material
such
as
video
lectures,
reading
assignments
or
other
direct
instructional
delivery
methods
to
complete
outside
the
classroom.
Most
of
the
classroom
activities
were
centered
on
working
with
peers
and
the
teacher
on
inquiry
based
activities
and
project
based
learning.
The
data
revealed
students
were
significantly
successful
with
completion
of
homework
and
mastery
of
the
material.
Students
found
the
self-‐paced
environment
to
be
beneficial
and
effective
with
regards
to
their
grades.
For
the
teacher,
there
was
more
time
to
work
with
students
individually
and
get
to
know
their
learning
styles.