Date

10-2014

Department

School of Education

Degree

--Select One--

Chair

Nathan Putney

Keywords

Academic Achievement & Critical Thinking Skills in High School Mathematics, Differentiation of Instruction, Flipped Classroom, Mathematics Education, Teacher Pedagogy, Technology in High School Mathematics

Disciplines

Curriculum and Instruction | Education | Educational Methods | Science and Mathematics Education | Secondary Education and Teaching

Abstract

This study examined the effect of the flipped classroom on academic achievement in high school mathematics. The purpose of this study was twofold. The immediate purpose was to determine if there was a statistical difference in student academic achievement in two high school mathematics classrooms once the flipped classroom concept was implemented. This study also examined the effect of the flipped classroom on students' critical thinking skills. This static-group comparison utilized a pretest-posttest non-equivalent control group design and two null hypotheses were tested. The flipped curriculum was not a significant factor in increasing student academic achievement or in increasing student critical thinking skills. Implications, recommendations, and suggestions for future research studies were discussed.

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