The analysis of the data collected from my study is complete, and I am ready to share some results. I will have a more comprehensive write-up of my analysis on my "Action Research" page of this website. In this post, I will give an overview. To refresh, my study looked at the effect of teaching a lesson on solving systems of equations (using the elimination method) using flipped classroom pedagogy versus a traditional approach. Specifically, I wanted to know how the flipped classroom effected historically low, average, and high performing students. Additionally, I wanted to know how the flipped classroom approach compared to the traditional approach when it came to solving problems that were process-based versus problems in context. The following graphic shows the average score of each group (historically low, average, and high performing students) for traditional and flipped instruction, and it is broken down to show the scores overall, on process-based questions, and on contextual questions. This is surely a lot of data to take in at once, so I am going to dive deeper by looking at the effects of the flipped classroom on each group of students. Below are the scores for the high performing students. The graphic shows that the flipped classroom resulted in lower scores among flipped classroom students than their traditional pedagogy counterparts on all types of questions. The percentage differences in scores among this group were relatively consistent ranging from 10 to 15 percent. The historically average performing students scored slightly less overall and on contextual based problems (1 and 3 percent, respectively). However, they scored considerably less on process-based questions by 11%. The historically low-performing group of students scored higher in all categories with positive percent differences of 10, 19, and 8 on their overall, process-based, and contextual scores, respectively. Conclusions I would like to make a point that this study covers just one lesson with a limited number of participants. The results are in line with the study done by Bhagat, Chang, and Chang, which I reviewed on this blog here. The flipped classroom approach seemed to have a negative effect on the learning of average and high performing students with high performing students being more severely impacted than average performing students, while showing gains in learning for historically low-performing students.
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AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
March 2017
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