The effect of a supported flipped learning approach on student learning, engagement, and participation in a high school chemistry classroom
Donlon, Dana L.
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The flipped learning approach takes direct content instruction out of the classroom in order to incorporate more student-centered, inquiry-based activities that facilitate learning. In-class lectures are replaced by video lessons that students watch outside of class meeting time. Class time is reserved for practice, activities, and laboratory experiences in the presence and with the support of the teacher. Advantages of the flipped learning approach for students are control over the pace of their learning, increased one-to-one time with the teacher, seamless access to available resources, and more dynamic in-class activities to support learning. The purpose of this study was to determine if the incorporation of the flipped learning approach to instruction coupled with technology-based formative assessments affected academic achievement, student engagement, and participation in a high school chemistry classroom. A pretreatment phase of traditional instruction was followed by two separate treatment phases. The first treatment incorporated technology-based formative assessments into traditional instruction. In the second treatment phase, the flipped learning approach was used for direct content instruction in addition to the technology-based formative assessments. Students were administered pre- and post-tests as well as summative tests for each unit to assess and compare learning and achievement. Students participated in surveys and interviews to determine the impact on engagement and participation. A daily journal was kept by the teacher as part of the study as well. The results of the study revealed that there was no substantial difference in student academic achievement overall. However, students with an IEP and historically low-performing students did show an increase in test scores. Students showed increased interest in chemistry and engagement over the treatment period due to the increased time available for student-centered, inquiry activities in class. While participation rates for class activities remained unchanged, participation rates in class discussion increased. I will continue to utilize the flipped learning approach as a result of this study.