Chairperson, Graduate Committee: Peggy TaylorShawli, Ahmed2015-06-092015-06-092014https://scholarworks.montana.edu/handle/1/3590In this project, the effect of flipping the classroom by the use of video casts was studied to measure its effectiveness on student learning outcomes compared to the traditional classroom. Also the effect of increasing the number of videos per week on students' learning was studied. To accomplish the objectives of the project, the class was divided into three periods: no video period, one video a week period and two videos a week period. The data revealed that students scored higher in the one video period in both teacher-made assessments and weekly online quizzes. Also, increasing the number of the videos to two did not show any increase either in the teacher made neither assessments nor the online quiz result. Overall, students reported positive feedback regarding the flipped classroom approach and the results showed that they preferred it to the no videos period, traditional approach.enScience--Study and teachingBlended learningHome schoolingHigh school studentsFlipped classroomsProfessional PaperCopyright 2014 by Ahmed Shawli