Flipped Classroom and Measures of Engagement, Motivation, and Academic Achievement
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2017-05
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Abstract
The purpose of this study was to discover the effectiveness a flipped classroom approach had on academic achievement, student engagement, and motivation for math. The flipped classroom intervention study was student-centered and the role of the researchers was to facilitate the learning experience. For six weeks students participated in a flipped classroom pedagogy whereas instruction took place through videos at home and application of learned concepts took place inside the classroom compared to another mathematics course that received traditional in-class instruction. At the end of the intervention students demonstrated higher academic achievement within the flipped classroom pedagogy. Due to the scaffolding and differentiation an inverted classroom approach provide; students’ motivation and engagement were increased.
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