The Effect of the Flipped Classroom on Homework Completion and Mastery of the Content

dc.contributor.authorDoodigian, Stephanie
dc.date.accessioned2015-11-05T15:29:03Z
dc.date.available2015-11-05T15:29:03Z
dc.date.issued2015-06
dc.description.abstractThe 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.en_US
dc.format.extent28 p.
dc.genreaction research papers
dc.identifierdoi:10.13016/M2WH65
dc.identifier.urihttp://hdl.handle.net/11603/1660
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshClassroom environment -- Research.
dc.subject.lcshHomework -- Research.
dc.subject.lcshHigh school students -- Research.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.titleThe Effect of the Flipped Classroom on Homework Completion and Mastery of the Contenten_US
dc.typeTexten_US

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