Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

R. Kevin Mackin


Curriculum and Instruction


This study was designed to examine the impacts of a blended learning classroom on student achievement by implementing the flipped classroom paired with tiered activities. Throughout the twenty-two day study, four sixth-grade mathematics classrooms were asked to view and take notes on teacher-created instructional videos outside of the classroom and complete individual chosen activities for a specific letter grade. Data sources included pre-assessments, reports of video completion and lesson checks through the use of, post-assessments, and a student survey. Results showed increases in student achievement over two chapters in daily lesson checks and quizzes. The blended learning strategy proved to be very successful on one chapter’s post-assessment, while additional support was needed for the second chapter. This study showed the importance of balance in technology and direct-instruction and its effects on student achievement in a mathematics classroom. Further implication includes investigating other differentiated activities that can be paired with the flipped classroom.

Included in

Education Commons