Flipped classroom learning in high school physics
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Date
2017
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Montana State University - Bozeman, College of Letters & Science
Abstract
This project examined the effects of a flipped classroom teaching method on the engagement and achievement of high school physics students. The students involved in the study had been enrolled in a physics class for the first half of the school that was taught using a traditional method. At the midpoint of the school year, the course transitioned to a flipped style in which students were required to watch video lectures for homework. With lecture material moved outside of the classroom, class time was devoted to practice problems and lab activities. The students' progress during the study was monitored through pre- and post-unit assessments. Data provided by the county on district quarterly assessments was used to compare students in the treatment group to their own past performance and the performance of students in previous school years. Students also completed an engagement survey and participated in interviews and written reflections. The project results indicated that students showed as increased level of engagement in certain areas. The results also indicated that students learned material through the flipped classroom as effectively as they had in a traditional classroom setting.