examining the influence of a flipped mathematics classroom on achievement dr. anthony dove radford...
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Examining the influence of a flipped mathematics
classroom on achievement
Dr. Anthony Dove
Radford University
The Technology Opportunity in Education• Access to online material for teaching and learning is
substantial and only growing
• Students learn through the technology that is available• 20 years ago: books, DVDs, desktop computer• Today: cell phones, tablets, YouTube, Twitter, etc.
• Technology provides new opportunities for reform teaching and active learning, which has shown positive results on achievement, engagement, etc. (Dori & Belcher, 2005; Judson & Sawada, 2001; Lawson et al., 2002)
The Teacher Struggle• Well-created lectures are easy to give to the masses• Student-centered instruction takes more time• More time to plan• More time to implement during class
• Losing class time with an overfilled curricula creates additional stress on teachers (Hannafin, Burris, & Little, 2001)
How can teachers integrate more meaningful instruction while still meeting the requirements of a full curricula?
The Flipped Class Approach
What is a Class?Typical Class• Teacher lectures in class• If time permits, students practice briefly in class• Students complete homework on the lecture, teacher
reviews homework next class and the cycle continues
Flipped Class• Students watch lecture videos on upcoming material for
homework• Class time is used to have students practice, collaborate,
and complete engaging activities
“Flipped”
Potential Advantages of a Flipped ClassroomCurrently there is limited research that specifically addresses a flipped classroom, but there is support for the different components of the flipped class• Students who sit in the front row performed better when
assessed (Rosengrant et al., 2011)
• A lecture video puts you in the front row with the teacher talking directly to you
• Students with access to videos of in-class lectures performed significantly better when assessed (Yoon & Sneedon, 2011)
• Accessibility allows students to learn any time, anywhere, and at their own pace
• Transparency to classroom material assists in building trust among students, teachers, and parents (Goddard et al., 2001)
• Even parents can watch the lecture videos and learn with their children
Research on the Flipped Classroom• Clintondale High School (Roscorla, 2011)• Significant increases in the pass rate on state tests in
English and Math• Significant increase in attendance and a decrease in
disciplinary referrals• Pierce (2013)• Pharmacy students performed significantly better during
a flipped module• Dove (2013)• End-of-course surveys showed strong student preference
toward the flipped class and active learning that occurred in flipped statistics classes
Purpose of the study• Substantive research is needed to determine whether the
flipped class is a large-scale viable solution• Teacher support and professional development• School and classroom resources• Student attitudes, beliefs, and perception of learning• Student achievement
Research Question
Is there an impact on course achievement using the flipped classroom approach in comparison to a “business as usual
approach”?
General Background• MATH 111: Mathematics for Elementary Teachers at a
mid-size university• Course materials • Mathematics for Elementary Teachers (Beckmann, 2011)• Desire2Learn (D2L)• Lecture Videos• YouTube Handle: DrDoveMath• Created using Microsoft PowerPoint and
www.screencast-o-matic.com
Method• Two sections of MATH 111• Classes met Tuesday/Thursday back-to-back• One class taught with in-class lecture (LC), one taught
with the flipped-class approach (FC)• Same sections covered the same day• Same tests, practice homework, projects, final exam• FC also required to watch videos for homework• FC worked more problems and did more activities
during class since there was no lecture• Grades were collected for all assessments • Independent-samples t-test conducted to compare mean
grades
Data Collection and Analysis Methods• Grades were collected throughout the entire semester and
final exam• Independent-samples t-test conducted to compare mean
grades• First Assessment• Last Assessment• Final Exam• Overall Course Grade
No Pre/Post achievement test was used due to the overall project including an examination of math anxiety
Results Section
Flipped Standard t df Assessment 1
87.3 (9.4) 84.5 (11.5) 1.05 60
Assessment 4
86.1 (8.9) 76.7 (21.0) 2.39* 60
Final Exam
88.3 (8.8) 81.6 (16.5) 2.04* 60
Course Grade 88.5 (5.29) 80.8 (14.3) 2.93** 60
Note: * p < 0.05, ** p < .01
Students’ Thoughts of the Flipped Class
End-of-course surveys had ZERO negative comments and over 40% of students in the flipped class made a positive comment about the flipped class approach
I loved the set up of the class! Doing the notes for homework and a lot of practice problems in class was super helpful!
The thing that was the most helpful to me was the flipped classroom design. I was able to take my notes outside of class and then work with specific problems in class. I became more familiar with the material and I was able to understand it better. Don't change that!
Discussion• Gradual increased gap in achievement such that the final
three achievement measures were significantly greater for the flipped class
• Control for as many factors as possible leaves in-class instruction as primary difference
• Limitations• Select population: Preservice elementary and Exceptional
Education Students• Only two sections • Traditional: 28 students• Flipped: 35 students
• Lack of Pre-test/Post-test Model
Current Research• Fall 2013: Examining Personal Flipped vs. Khan Academy
vs. In-Class Lecture in MATH 111 classes• Math Anxiety• Math Achievement with Pre/Post Test
• Spring 2014: Flipping two sections of MATH 112, examining influence of number of flipped courses • Math Anxiety• Perception of Math Ability• Math Achievement with Pre/Post Test
• Long-term: Potential influence of flipped intro courses for STEM majors on retention and graduation rates
