Date

Spring 2019

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

The Flipped Classroom is becoming a more frequently used instructional strategy in many secondary and collegiate classrooms. However, there are few studies done in elementary classroom settings that have implemented the flipped classroom approach to instruction. Research suggests that flipped classes have a positive impact on student learning and assessment outcomes. This study examined the impact of flipped classroom on second grade students' mathematics achievement. The study used a two group, quasi-experimental, pre-test/ post-test design. 46 second grade students in two classes of 23; one control- traditional instruction and one experimental- flipped classroom instruction, were engaged in a four-week intervention. They were assessed on a Eureka Math End-of-Module assessment for both pretest and posttest. Results indicated no statistically significant differences between groups for both pretest and posttest, but there were statistically significant differences for each group from pretest to posttest. The control group started and ended higher than the experimental group, but the experimental group had a greater gain in learning based on their pretest and posttest assessments. The results reinforce the discussion that flipped classroom instruction can improve student learning for elementary and second grade students.

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