Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
This study was designed to examine the effects of the Flipped Classroom model; this inquisition was conducted in ninth grade physical science classes at a Minnesota public high school. All participants had school-issued iPads. Data sources included student interest and self-assessment surveys, formative and summative assessment data, teacher observations of student participation and a parent survey. Results showed that formative scores were the same during the first unit and one percent higher for the traditional classroom during the second unit. Scores for the third and fourth units showed opposite results. Summative assessment scores during the first two units were three percent higher for flipped classes compared to traditional classes. Summative scores were the same during the third unit and four percent lower for flipped students during the fourth unit. With the continued implementation of this model, the focus will be to improve student note-taking skills and designing activities to increase student engagement in class.
Price, Patricia. (2013). The Effects of the Flipped Classroom Model in a Physical Science Classroom. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/25