The Flipped Classroom
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2019-12-16
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Masters of Education
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This work 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.
Abstract
The flipped classroom pedagogy has been found to help “improve the student learning experience” (Wang & Qi, 2018, p. 1). With the revolution of technological advances in society, being online is simply child’s play for innovative 21st century students. To spark an interest in the flipped classroom approach, the researcher created four lessons for which students became masters in multiplying decimals. Two groups of students, a test and control group, were taught two different ways: flipped classroom and traditional teaching pedagogy, respectively. At the end of four lessons for both groups, a determination about whether flipped classrooms having a positive impact on the success of students in a standard sixth grade mathematics class was made. It was concluded that there was insufficient evidence in support of a directional hypothesis that flipping would yield better achievement compared with the traditional method. Instead, the null hypothesis was retained.