School of Education


Doctor of Education (EdD)


Michelle Barthlow


Active Learning, Flipped, Flipped Classroom, Student Achievement, Student Perception


Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Other Education


The purpose of this non-experimental, causal-comparative and correlational study was to test Knowles’ (1973) adult learning theory, which states adults are self-directed and internally motivated. The study also examined if student achievement was related to student perception of the flipped classroom in a general education speech communication course, for college students (N = 109) at Florida College (FC; a pseudonym). The Blended Learning Survey (BLS) was administered to participants in the Fall 2017 semester. An independent samples t-test was utilized to determine if a difference existed between the two groups: high and low achievers. Bivariate regressions were utilized to determine if there was a significant predictive relationship between student perceptions and student achievement in the flipped classroom. For the t-test, the independent variable of student achievement was defined as end-of-course grades, and categorized into high (A or B) and low (C or below) achievers. The dependent variable was defined as students’ positive perception of the flipped course, as determined by the BLS. For the regression, the criterion variable was student achievement (end-of-course grades) and the predictor variable was student perception, as measured by the BLS. Results indicate that there is no relationship between high and low achievers and their perceptions of the flipped classroom, as well as no relationship between student perception and student achievement in the flipped classroom. These findings support empirical evidence that the flipped classroom may not be advisable for general education courses. Implications for practice and recommendations for future studies are included in this study.