The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom

Abstract

This paper sought to analyze the effects of the flipped classroom on achievement and engagement in a 7th grade science classroom at an International School in Shanghai, China. Student perceptions about the flipped classroom were also analyzed along with a discussion about its implications in the classroom. The study was conducted for the course of eight weeks. For four weeks (nontreatment period) three classes were exposed to the traditional instructional format where higher order thinking assignments were sent home as homework. This was followed by another four weeks (treatment period) where the higher order thinking assignments were completed during the end of the class and a flipped video was sent home as homework as an introductory to the next day's lesson. While this change may seem insignificant, it was designed to allow students more time in class to collaborate and seek out help on the higher-level learning. By watching the videos at home, time that was traditionally used to introduce the day's lesson was no longer necessary. The results revealed that the flipped classroom had a positive impact on achievement for most students - including low performing students; had a mixed impact on engagement and attitude by gender - females showed improved attitudes while males remained largely unchanged; and it was perceived as a favorable method of instruction for most students.