A Technology Leader's Role in Initiating a Flipped Classroom in a High School Math Class

Autor/in	Caverly, Gregg
Titel	A Technology Leader's Role in Initiating a Flipped Classroom in a High School Math Class
Quelle	(2017), (110 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, New Jersey City University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-5462-2
Schlagwörter	Hochschulschrift; Dissertation; Leadership Role; Classroom Techniques; High Schools; Mathematics Instruction; Mixed Methods Research; Instructional Effectiveness; Homework; Multimedia Instruction; Multimedia Materials; Class Activities; Conventional Instruction; Intermode Differences; Teaching Methods; Control Groups; Experimental Groups; Delivery Systems; Problem Solving; Student Attitudes; Attitude Measures; Pretests Posttests; Focus Groups; Learner Engagement; Interest Inventories; Technology Uses in Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassenführung; High school; Oberschule; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Hausaufgabe; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Auslieferung; Problemlösen; Schülerverhalten; Interest profile; Interessenprofil; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	A mixed methods study was conducted to measure the effectiveness of a flipped classroom in a high school discrete mathematics course. In the flipped classroom, students watched videos of the teacher's lesson for homework while completing problems during class. Two sections of the course were involved in the study, with one group receiving the treatment of a flipped classroom, while the other section remained a traditional classroom. In the traditional classroom, the teacher delivered instruction during the class and students completed problems for homework. Students in both sections took a pre and post assessment on the content of the list processing algorithms and bin packing over a 2-week time period to measure their performance in the class and to compare the two groups. Members of the treatment group were also administered the Student Attitude Survey before and after the implementation of the flipped classroom to see if the treatment of a flipped classroom changed their engagement level toward mathematics. Students who scored with high performance-low engagement or low performance-high engagement were asked to participate in a focus group. The t test for independent samples indicated that the performance scores for the students who received the treatment of the flipped classroom on the post assessment were significantly different (p < 0.05) than were the scores of the control group. The paired samples t test indicated the engagement level of the students did not show a significant difference (p < 0.05) after receiving the treatment of the flipped classroom. The focus group students provided reasons why they liked or disliked the flipped classroom. The study results suggest a difference in the performance level of the students between the flipped classroom and the traditional classroom; however, the student engagement did not change after the treatment of the flipped classroom. Further research should be conducted to determine if a longer time period will help students adjust to the change in instruction. This study involved mainly high school seniors, so examining a different grade level would also be worth investigating. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01