Browsing by Author "Wiles, Elizabeth Ann"

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Maximizing engagement and understanding during the flipped portion of an honors physics course
(Montana State University - Bozeman, College of Letters & Science, 2023) Wiles, Elizabeth Ann; Chairperson, Graduate Committee: C. John Graves
Over the last two decades, teachers have been experimenting with Flipped Learning Methodology. With regard to this study, a flipped classroom experience is a learning strategy in which students view videos for homework outside of class time. This preparation allows class time to be used for more in-depth, nuanced problem-solving and laboratory experiences. A High School Honors Physics course moves through a great deal of material, necessitating working outside the classroom. While many studies have investigated the benefits of the flipped classroom during class time, fewer studies have looked at variables connected with the time spent viewing the flipped video content. This study investigated students' content mastery and engagement of students when two types of integrated prompts were used while watching the flipped content videos. In Phase One, students completed ten basic flips in which they practiced the procedures of viewing flipped content on Edpuzzle while taking Cornell notes. Each session was followed by a post-viewing quiz measuring content understanding at the beginning of class the following class period. Based on this data, students were grouped into two equal groups. In Phase Two, students received Edpuzzle delivery with either Specific Integrated Prompts or Generic Integrated Prompts. Specific prompts required students to respond to brief questions regarding the material that was immediately previously presented. Generic prompts were placed at the same points in the flipped content but merely reminded students to amend their notes with immediate previous material. Each group alternated integrated prompt types, providing each group equal opportunities to complete each prompt type. During the study, engagement was measured by recording the percentage of each video that students watched on the Edpuzzle Platform; Cornell notes were assessed and graded; and the number of completed flips was recorded. Content mastery was measured using a post-viewing quiz. Near the end of the treatment, students took a survey, and interviews were conducted. This study found no difference in engagement for different prompt types. Although students preferred Specific Prompts, their content mastery was marginally better on flipped videos using Generic Prompts. Generally, junior male students were less engaged with the flipped experience.