Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions

Year 2020, , 131 - 142, 01.03.2020

Erin Stratton George Chitiyo Allen M. Mathende Krista M. Davis

https://doi.org/10.30935/cet.646888

Abstract

The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction.

Keywords

flipped classroom, seventh grade, perceptions, face-to-face instruction

References

• Agnello, V., Pikas, B., Agnello, A. J., & Pikas, A. (2011). Today’s learner, preferences in teaching techniques. American Journal of Business Education (AJBE), 4(2), 1-10. https://doi.org/10.19030/ajbe.v4i2.3556
• Alvarez, B. (2012). Flipping the classroom: Homework in class, lessons at home. Education Digest, 77(8), 18-21.
• Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7-22. https://doi.org/10.15760/comminfolit.2014.8.1.161
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International society for technology in education.
• Bergmann, J., & Sams, A. (2015). Flipped learning for science instruction. Arlington, VA: International Society for Technology in Education.
• Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The Impact of the flipped classroom on mathematics concept meaning in high school. Educational Technology & Society, 19(3), 134-142.
• Blair, E., Maharaj, C., & Primus, S. (2015). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465-1482 https://doi.org/10.1007/s10639-015-9393-5
• Bormann, J. (2014). Affordances of flipped learning and its effects on student engagement and achievement. Graduate Research Papers. 137. Retrieved from https://scholarworks.uni.edu/grp/137
• Cavey, L., & Mahavier, W. (2010). Seeing the potential in students’ questions. The Mathematics Teacher, 104(2), 133-137. Retrieved from http://www.jstor.org/stable/20876802
• Chen, S., Young, S. J., & Hsiao, C. (2016). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096-1112. https://doi.org/10.1111/bjet.12278
• Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115. Retrieved from http://www.thejeo.com/Archives/Volume12Number1/Clark.pdf
• Desantis, J., Van Curen, R., & Putsch, J. (2015). Do students learn more from a flip? An exploration of the efficacy of flipped and traditional lessons. Journal of Interactive Learning Research, 26(1), 39-63.
• El Miedany, Y., & El Miny, Y. (2018). Rheumatology teaching: The art and science of medical education. Cham, Switzerland: Springer.
• Garrison, D., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
• González-Gómez, F., Guardiola, J., Rodríguez, Ó. M., & Alonso, M. Á. (2012). Gender differences in e-learning satisfaction. Gender Differences in E-learning Satisfaction, 58(1), 283-290. https://doi.org/10.1016/j.compedu.2011.08.017
• Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4-14. https://doi.org/10.1016/j.iheduc
• Grant, C. (2013). First inversion: a rationale for implementing the ‘flipped approach’ in tertiary music courses. Australian Journal of Music Education, 2013(1), 3-12. Retrieved from https://files.eric.ed.gov/fulltext/EJ1061810.pdf
• Groff, J. (2013). Technology-rich innovative learning environments. OCED CERI Innovative Learning Environment project, 1-30. Retrieved from http://www.jengroff.net/pubs_files/Tech-Rich-ILEs_GROFF-FINAL.pdf
• Gross, B., Hoffman, M., Marinari, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: Student satisfaction and the college classroom. Educational Research Quarterly, 39(2), 36-52. Retrieved from https://eric.ed.gov/?id=EJ1166718
• Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE- Life Sciences Education, 14(4), 1-8. https://doi.org/10.1187/cbe.15-02-0040
• Hunley, R. C. (2016). Teacher and student perceptions on high school science flipped classrooms: Educational breakthrough or media hype? (Dissertations, 3052). Retrieved from http://dc.etsu.edu/etd/3052
• Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131. Retrieved from http://www.iiste.org
• Jony, S. (2016). Student centered instruction for interactive and effective teaching learning: Perceptions of teachers in Bangladesh. International Journal of Advanced Research in Education & Technology (IJARET), 3(3), 172-178. Retrieved from http://ijaret.com/wpcontent/themes/felicity/issues/vol3issue3/mdsolaiman.pdf
• Kim, M., Jung, E., de Siqueira, A., & Huber, L. (2016). An investigation into effective pedagogies in a flipped classroom: A case study. International Journal of E-Learning & Distance Education, 32(2), 1-15. https://doi.org/10.22458/urj.v9i2.1900
• King, J. R., Biggs, S., & Lipsky, S. (1984). Students self-questioning and summarizing as reading study strategies. Journal of Reading Behavior, 16(3), 205-218. https://doi.org/10.1080/10862968409547516
• Kirch, C. (2016). Flipping with Kirch: The ups and downs from inside my flipped classroom. New Berlin, WI: The Bretzmann Group.
• Lax, N., Morris, J., & Kolber, B. J. (2016). A partial flip classroom exercise in a large introductory general biology course increases performance at multiple levels. Journal of Biological Education, 51(4), 412-426. https://doi.org/10.1080/00219266.2016.1257503
• Lee, Y. H., & Kim, K. J. (2018). Enhancement of student perceptions of learner-centeredness and community of inquiry in flipped classrooms. BMC Medical Education, 18(1), 242. https://doi.org/10.1186/s12909-018-1347-3
• Lenhart, A. (2015). A majority of American teens report access to a computer, game console, smartphone and a tablet. Retrieved on March 27, 2018, from http://www.pewinternet.org/2015/04/09/a-majority-of-american-teens-report-access-to-a-computer-game-console-smartphone-and-a-tablet/
• Newman, G., Kim, J.-H., Lee, R. J., Brown, B. A., & Huston, S. (2016). The perceived effects of flipped teaching on knowledge acquisition. The Journal of Effective Teaching, 16(1), 52-71. Retrieved from http://files.eric.ed.gov/fulltext/EJ1092703.pdf
• Noonoo, S. (2017). Why Flipped learning is still going strong 10 years later -edsurge news. Retrieved on March 17, 2018, from https://www.edsurge.com/news/2017-10-03-why-flipped-learning-is-still-going-strong-10-years-later
• Project Tomorrow/Flipped Learning Network (2013). A second year review of flipped learning and 2013 trends in digital learning: Students’ views on innovative classroom models. Irvine, CA.
• Pulham, E., & Mohammed, S. (2018). Publish or (the field will) perish: Blended learning needs more peer-reviewed publications [Blog post]. Retrieved on April 02, 2018, from https://www.brookings.edu/blog/brown-center-chalkboard/2018/01/29/publish
• Ryan, M. D., & Reid, S. A. (2015). Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13-23. https://doi.org/10.1021/acs.jchemed.5b00717
• Sajid, M. R., Laheji, A. F., Abothenain, F., Salam, Y., AlJayar, D., & Obeidat, A. (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia? International journal of medical education, 7, 281-285.
• Schmidt, S. M., & Ralph, D. L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Education Research (CIER), 9(1), 1-6. https://doi.org/10.19030/cier.v9i1.9544
• Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43-53. https://doi.org/10.5204/ssj.v8i2.381
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. https://doi.org/10.1007/s10984-012-9108-4
• Strohmyer, D. (2016). Student perceptions of flipped learning in a high school math classroom. (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/dissertations
• Student Feedback on Flipped Classroom. (n.d.). Retrieved on April 08, 2018, from https://www.surveymonkey.com/r/X9HYF5W
• Tawfik, A. A., & Lilly, C. (2015). Using a flipped classroom approach to support problem-based learning. Technology, Knowledge and Learning, 20(3), 299-315. https://doi.org/10.1007/s10758-015-9262-8
• Wenzler, H. R. (2017). The flipped classroom model and academic achievement: a pre and posttest comparison groups study (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI 10289567)
• Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199. https://doi.org/10.1177/0098628313487461