The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom.

By Kevin R. Clark. 2015

294 citations recorded by the source corpus.

In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants’ perceptions and attitudes were evidenced and evaluated through the completion of a preand post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/10786b67b5b85caf720499cb003455eacfab18c9

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Citations in the corpus

The inverted classroom (2016, background): “A flipped classroom (or inverted classroom) is one where students are given information before class and then expected to take responsibility for the given information, come prepared to class, and participate in organized in-class activities to reinforce that information (Clark, 2015).”
The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. (2016, background): “The second foundation of the flipped model is the student-centered approach (Clark, 2015).”
A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research (2017, background): “For example, Clark (2015) would divide his students into three groups according to their ability.”
Facilitating student engagement through the flipped learning approach in K-12: A systematic review (2020, background): “Instructions on how to take notes whilst watching videos, for example, was found particularly beneficial (Clark, 2015; Collins, 2015).”
A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms (2019, methodology): “Although this approach has been demonstrated (Clark, 2015; Smith & Cardaciotto, 2011) to be beneficial to all levels of learners regarding greater retention and engagement of material, research focusing on tertiary students‟ perception of active learning has indicated that older students consider…”
Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts (2018, background): “There are also different reports of improving classroom attendance and satisfaction [13,14,22,26,27] participation and interaction among equals, students and teachers through a more significant shared communicative [3,4,28].”