Date of Award
Action Research Project
Master of Arts in Education
The purpose of this action research study was to determine the effects, if any, a flipped classroom had on homework and student achievement. The study took place in a high school mathematics classroom over a four-week timeline. Two sections of Algebra 2 were included in this study. Data sources collected from the students included the use of a pre-assessment, quiz, homework rubric, surveys, behavioral logs, and a final assessment that covered the mathematics concepts of rational exponents and radical functions. Additional qualitative data was also collected through teacher observations and teacher-student conversations. While 44% of students’ overall grades improved, the final test average was only 67%. Results were inconclusive as to whether using a flipped classroom pedagogy improved student achievement; however, students copying each other’s work to receive homework completion points was eliminated during implementation of this pedagogy for the fact that the homework was completed during class time.
Welch, Adam. (2019). The Effectiveness of the Flipped Classroom on Homework and Student Achievement in a Secondary Mathematics Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/311