Date

Spring 2018

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

English Language Learners (ELLs) are falling behind in mathematics according to the new standardized tests that assess mastery of the Common Core State Standards (Smarter Balanced Test Results, 2017). Simultaneously, flipped learning models have gained momentum in the past decade. Recent studies have found this pedagogical shift to be promising in improving achievement if implemented correctly (Bhagat, Chang, & Chang, 2016; Hung, 2015, Lai & Hwang, 2016; Tawfik & Lilly, 2015; Zengin, 2016). This study used a pre- and post-test quantitative quasi-experimental design to compare the achievement of a mathetmatics standard between the treatment group (n = 30), who received flipped classroom instruction, and the control group (n = 29), who received traditional direct instruction. After data were gathered in a two-week study, independent and paired samples t-tests were performed to determine if statistically significant differences arose between the two groups. The results show the treatment group had more significant growth between the pre-test and post-test than the control group. These findings were consistent with the available research. Recommendations for future work include using a larger sample size with more ELLs to increase statistical power.

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