Date

Spring 2017

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

The flipped classroom model allows more student-centered learning to take place within the classroom, and allows the teacher-centered lecture to be moved outside the classroom as a video viewed as homework. Studies suggest that student-centered learning is more effective than teacher-centered lecture; however, there is a paucity of research in creating effective at-home video lessons in the flipped classroom model. In this quasi-experimental quantitative study a picture-based summarization technique was incorporated into the Cornell note-taking strategy for students to use while viewing the at-home lecture video in a set of grade nine biology classes. A control group (n = 26) used the traditional Cornell note-taking strategy concluded with a student-generated written summary while viewing the at-home lecture, and a treatment group (n = 29) used the Cornell note-taking strategy, but was given a set of teacher-generated pictures as a summary of the at-home lecture. Results of an independent sample t-test generated from pre and post assessments using multiple-choice items showed no significant difference in comprehension of content objectives. Results of paired samples t-tests show that both control and treatment groups improved significantly over the four-week study. Therefore, it can be concluded that the use of picture-based summaries does not improve comprehension more than traditional written summarization, however, both strategies have a similar effect. It is suggested that future studies examine multiple aspects of student understanding to determine the effectiveness of teacher-generated picture-based summaries of Cornell notes on student comprehension.

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