Date
12-7-2023
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Philip Alsup
Keywords
English language learners, flipped classroom model, blended learning, phonemic awareness
Disciplines
Education
Recommended Citation
Twitty, Karen Wilson, "A Causal-Comparative Study of the Flipped Classroom: A Blended Learning Approach to Improving Phonemic Awareness for Kindergarten English Language Learners" (2023). Doctoral Dissertations and Projects. 4996.
https://digitalcommons.liberty.edu/doctoral/4996
Abstract
The purpose of this study was to explore the effectiveness of using the flipped classroom model of instruction to increase English language learners’ phonemic awareness compared to English language learners who received instruction using the business-as-usual approach. This quantitative perspective used a causal-comparative approach to measure achievement in developing phonemic awareness for students at risk due to lack of exposure to English language phonemes. The study involved 167 participants who underwent a pre-test to address any initial group differences. One group received flipped model instruction with curriculum-based video lessons, while the other received traditional in-class expository instruction without access to video lessons. Pre-test and post-test assessments from the Measure of Academic Progress (MAP) were utilized to gauge students' phonemic awareness progress. After four weeks, the researcher collected data, which was then analyzed using a two-way analysis of covariance (ANCOVA) to determine the impact of flipped instruction on phonemic awareness development. The results of the ANCOVA indicated a statistically significant difference in post-test scores, with students in the traditional instruction group outperforming those in the treatment group. No significant gender-based differences were observed, but a significant interaction emerged when considering setting and gender together. This research contributes to the body of knowledge concerning the effectiveness of flipped classroom instruction and its impact on academic achievement, particularly for English language learners. Future research recommendations include extended learner training, a year-long study, and the development of a modified flipped model tailored to younger learners.
