Date

Spring 2019

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

English Language Learners (ELLs) who study in mainstream courses (e.g., science) alongside English Only (EO) peers may require teaching strategies which increase personal interactions with the instructor. The flipped classroom allows for more of this type of interaction by pushing the lecture portion out of the classroom as video homework. The purpose of this study was to see if flipped learning would have an effect on the academic achievement of ELLs in science. It was hypothesized that exposure to flipped learning would increase student post-test scores when compared to a control group. The study was a two group quantitative pre-test post-test quasi experimental design. The intervention consisted of a four-week period, during which the treatment group (n=24) received the flipped classroom, while the control group (n=20) received traditional lessons, which included lecture and practice (i.e., non-video) based homework. There was no significant difference between the post-test scores of the treatment and control; therefore, both methods can be seen as viable teaching strategies for ELLs. However, there were several limitations, including the length of the intervention, and sensitivity of the measure which may have influenced the results. Therefore, further research is recommended with this age group in order to determine if the flipped classroom is a viable strategy for teaching ELLs in science.

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