Flipped Classroom and Measures of Engagement, Motivation, and Academic Achievement

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dc.contributor.authorAmarillas, Ivette
dc.contributor.authorEllison, Christina
dc.contributor.authorMira, Steven
dc.date.accessioned2017-09-21T01:46:58Z
dc.date.available2017-09-21T01:46:58Z
dc.date.issued2017-05
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/11414/3291
dc.language.isoen_USen_US
dc.titleFlipped Classroom and Measures of Engagement, Motivation, and Academic Achievementen_US
dc.typeThesisen_US

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