Running head: USING THE FLIPPED CLASSROOM MODEL 1

Increasing Student-Centered Instruction to Improve Engagement and Achievement

Using the Flipped Classroom Model

Lisa A. Debany

Post University

2017
USING THE FLIPPED CLASSROOM MODEL 2

Table of Contents
Problem Statement.......................................................................................................................................4

Literature Review........................................................................................................................................6

Effective Student-Centered Teaching Strategies and Student Engagement.............................................8

The Role of the Teacher and Challenges to Implementing Student Centered Instruction........................9

Training and Support Program for Teachers..........................................................................................11

Conclusion............................................................................................................................................12

Research Design and Methodology...........................................................................................................14

Preparation............................................................................................................................................15

Designing the Flipped Classroom Unit..................................................................................................17

Designing the Traditional Classroom Unit............................................................................................21

Data Collection.....................................................................................................................................21

Evaluation and Assessment........................................................................................................................25

Discussion and Reflection.........................................................................................................................29

References.................................................................................................................................................34

Appendix A...............................................................................................................................................37

Project Management Plan..........................................................................................................................37

Self-Assessment Rubric.............................................................................................................................39
USING THE FLIPPED CLASSROOM MODEL 3

Student Questionnaire................................................................................................................................42

Teacher Observation Field Notes...............................................................................................................43

Expert Assessment Questionnaires............................................................................................................44

Abstract

The purpose of this capstone research project was to investigate the effectiveness of using

student-centered instructional strategies to improve student engagement and achievement. The

flipped classroom model of instruction was used as the student-centered strategy to deliver

lessons in 10th grade biology. This project involved creating unit plans on the topic of

photosynthesis for both the flipped classroom model and traditional teaching models of

instruction. The data collected from this study was compared to determine if using the flipped

classroom model improved student engagement and achievement.

Schoology Learning Management System (LMS) was used to deliver flipped lessons where

students had access to a virtual classroom. To accurately study the effect of the independent

variable on the dependent variable, a 2x2 factorial design model was followed to determine if the

flipped classroom model would be effective for all levels of students (Ary, Jacobs, Sorensen, &

Walker, 2013).

An expected outcome of this project was that students will become more active in their

individual learning while working at home on lesson content and in class on student-centered

activities. To evaluate project outcomes, teacher observations, field notes, student surveys, and

statistical analysis of students online activity were collected and analyzed in order to determine

student engagement in flipped versus traditional teaching styles. To measure student

USING THE FLIPPED CLASSROOM MODEL 4

achievement, results from students graded work on lab assignments and activities were compared

for both the flipped classroom model and the traditional teaching model.

Problem Statement

Traditional instructional strategies have typically been teacher centered. In teacher centered

instruction, students passively receive lectures and instruction. In contrast, student-centered

instructional strategies allow students to take a more active role in their individual learning.

These strategies provide students with authentic problems to solve, peer collaborative learning

activities, and relevant, real world experiences (Stefeniak & Tracey, 2015).

Many high schools still use traditional teaching methods. One factor that contributes to the use

of traditional teaching methods is the lack of effective professional development to assist

teachers in implementing student-centered instruction. Time constraints and lack of resources

contribute to the continued use of traditional instructional strategies.

In the Speak up National Research Project report (2013), students argue that schools should be

more aligned to how students learn outside of school. Technology is a big part of students lives,

yet in many schools, technology is not used as a student-centered instructional strategy. As

stated by Leer and Ivonov (2013), technology is not a replacement for teaching, it is simply a

tool to improve learning and align it to the way students learn. School systems are faced with

multiple student issues such as, high absenteeism, low graduation rates, poor engagement in
USING THE FLIPPED CLASSROOM MODEL 5

class, and poor academic performance. Improving student engagement may help address some of

these issues.

The flipped classroom model of instruction allows teachers to engage students in more

student-centered instructional strategies in the classroom; while, students work at home to learn

from lecture notes and videos. Very little research has been done to support the use of flipped

classroom on the secondary level. The flipped classroom model requires students to be more

independent in their learning in high school; students may not be disciplined enough at all

academic levels. Reviews have been inadequate to inform the effectiveness of the flipped

classroom. Most of the research has been done for post-secondary education (Lo & Hew, 2017).

This project will be important to contribute to the research currently available for the use of

flipped classroom on the secondary level. The following question will be investigated by this

research:

Will using the flipped classroom model of instruction improve student engagement and

achievement?
USING THE FLIPPED CLASSROOM MODEL 6

Literature Review

Traditional teaching strategies are still the norm in many high schools. Often times, these

traditional strategies offer little to engage students. This model of teaching is a one size fits all

approach where the teacher is the transmitter of knowledge and the student passively receives the

information presented. In the past, this teacher centered instructional model worked well when

most students entered the industrial age and went from school to factories (Tapscott, 2011).

Students of today are interactive and collaborative and require the education process to model the

world in which they live. Today's students would prefer a more collaborative, technology

focused, engaging learning environment (Khaddage, 2016).

Many students feel that materials presented in class and the manner in which they are

presented are outdated and do not fit the needs of todays society (Khaddage, 2016). Students

that are more active in their learning will have the opportunity to develop skills such as problem

solving and critical thinking which are necessary for the 21st century workforce. Students need to

develop a capacity to think; being passive recipients of knowledge will not encourage students to
USING THE FLIPPED CLASSROOM MODEL 7

develop critical thinking. Students that are engaged and active in their learning will be more

successful academically.

Our students are lagging behind other countries in reading, math, and science. The Nation's

Report Card (2016), reported that 12th grade student scores decreased in Math and Reading from

2013-2015. In 2015, only 37% of twelfth grade students scored at or above proficient in reading,

25% in math and 21% in science (The Nation's Report Card, 2016). In addition, the national and

state average science scores increased from 2009 to 2011. Investigating the increases further

identified that there was more hands on science instruction being used. This information

indicates that students are not making adequate progress in education. In addition, students that

are more active in the education process, demonstrate improvements in achievement. Currently,

many school districts struggle with low graduation rates and high absenteeism in high schools.

Could increasing student-centered instruction and allowing students to be more active in the

learning process improve student engagement and in turn increase achievement?

The role of the teacher is crucial to effectively implementing student-centered strategies.

Teachers need adequate training and support. The role of the teacher will change significantly;

time and collaboration will be required to effectively transition from traditional instruction to

student-centered instruction. One challenge faced by teachers is that considerable work is

required to prepare lessons for student-centered instruction (Lo & Hew, 2017). In addition, many

teachers may be reluctant to change, especially since many new initiatives that are mandated by

state or local agencies oftentimes fail. Adequate time for teachers to learn about the benefits of

student-centered instruction and investigate strategies to use will facilitate teacher buy-in.

There are many strategies that are student-centered. The resources available to the district as

well as the school population may make one strategy more effective than another. This literature
USING THE FLIPPED CLASSROOM MODEL 8

review attempts to identify the strategies which would be most effective and feasible to

implement in secondary education. Researching these strategies and identifying those that may

be most effective are important considerations for educators if implementing more student-

centered strategies. The main points to be discussed in this research will be:

Student-centered teaching strategies that are effective in improving achievement as well as

feasible to implement. The focus will be on the flipped classroom model, small collaborative

groups, and project-based learning.

The role of the teacher in providing student-centered instruction and identifying obstacles and

challenges that could affect implementation.

Identifying support for teachers when implementing student-centered teaching strategies.

Effective Student-Centered Teaching Strategies and Student Engagement

A common student-centered teaching strategy is the flipped classroom model. In this model,

the students view lectures and videos at home and class time is used for questioning and practice.

This method allows teachers to offer collaborative work groups, and one-on-one instruction.

Independent learning is expected to take place at home (Johnson, Adams Becker, Estrada &

Freeman, 2015). The flipped classroom model offers flexibility and adaptability for most school

districts. Few resources are required since students can use their own mobile or computer

devices. Although the majority of students today have smartphones and computer access at

home, it must not be assumed that all students have access to technology. Resources or

modifications need to be available for these students in order to use the flipped classroom model.

In addition, the flipped classroom model offers teachers the opportunity to use other strategies

such as mobile learning, small group collaboration, and project based learning. However, a

major problem for the teacher in regards to flipped classroom is the considerable work required
USING THE FLIPPED CLASSROOM MODEL 9

in preparing lessons. Teachers need to provide students with engaging and stimulating lessons

that promote higher level thinking. In addition, students not participating in the out of school

learning assignments pose a challenge for teachers (Lo & Hew, 2017).

There has been increased interest in teaching 21st century skills so that students are adequately

prepared to enter the workforce. Employers are seeking individuals that are problem solvers,

effective communicators, exhibit media literacy, and can collaborate with others. The 21st century

learning and innovation skills as outlined by The Partnership for 21st Century Skills are, critical

thinking, collaboration, communication, and creativity (Partners for 21st Century Skills, 2016).

Studies show that there have been positive effects on student engagement from using student-

centered instructional strategy such as mobile devices (Khaddage, 2016). In addition, educators

that have used student-centered strategies such as the flipped classroom model have experienced

more collaboration in the classroom, increased learning, and more active interactions between

teachers, students, and peers (Solochek, 2015). If students are more active in learning it could be

argued that academic success will improve. For example, Professor Eric Mazur, Physics

Professor at Harvard University, has transformed his classroom from lectures to peer instruction.

Similar to the flipped classroom model of instruction, students read text material, watch videos

of a lecture, and read materials before class. Class time is used for asking questions and answers

are discussed with peers to help each other understand the subject. The instructor facilitates and

guides students through peer instruction. Data analyzed from these students support tripling the

learning gains and improvements in critical thinking skills. When the teaching approach was

lecture based, students did well because they were able to memorize important concepts but had

little understanding of the underlying content. Once the teaching approach was more active,

Mazurs data shows that students taught with Peer Instruction have greater mastery of
USING THE FLIPPED CLASSROOM MODEL 10

conceptual reasoning and quantitative problem-solving skills than those in traditionally taught

classes (Kober, 2015. Pg 3).

The Role of the Teacher and Challenges to Implementing Student Centered Instruction

The teacher is critical to the process of providing student-centered instruction. Therefore,

obstacles and challenges need to be identified and addressed in order to successfully implement

student-centered instructional strategies. One challenge that needs to be addressed is teacher

training. Many teachers have been trained only in traditional instructional strategies and are

either unaware or unprepared to deliver effective student-centered strategies. Teachers need

adequate preparation and support to switch from traditional teaching strategies to student-

centered instruction. In addition, the role of the teacher will be very different, shifting from

lecturer and presenter of knowledge to coach and guide. The role of the student shifts to a more

active role. Students discover, problem solve, communicate and collaborate with peers (Rico &

Ertmer, 2015).

Shifting roles may pose a challenge to implementing effective student-centered strategies

especially if training and support are not provided. The teacher will need to feel confident

guiding students through discussions and questioning so that students could discover and make

connections through this process. Not only must the teacher guide students but, to be most

effective, the teacher should show the learner how to be self-directed in learning and gain

knowledge (Paige, 2010). Since the structure of teaching is different, evaluations and

assessments for problem based instruction and small group collaboration needs to be considered.

Often there may be more than one answer to scenarios and assessments will be more subjective.

If achievement is still measured by traditional or standardized tests, then teachers may not
USING THE FLIPPED CLASSROOM MODEL 11

change their teaching styles (Herold, 2015). All stakeholders need to understand and agree on

how students will be evaluated so that students are assessed equitably.

Rico and Ertmer, (2015) conducted a literature review of problem-centered instruction (PCI) and

stated the following:

Problem-centered instruction illustrates the need for instructors to understand the unique role

they play during discussion facilitation. Evident from the literature are the benefits to training

instructors on strategies for implementing PCI including discussion facilitation, collaborative

learning techniques, and evaluating student performance. As student-centered instructional

approaches become more common across all levels of education, it will be critical to help

teachers understand the role they play and how to successfully implement the method (p. 102).

Teacher resistance to change is another challenge that needs to be overcome. Although

research by Bhalli, Sattar, and Asif (2016), find the majority of students surveyed prefer

interactive lecture, problem based learning, and small group collaboration while teachers prefer

to stay with traditional lecture methods rather than using active teaching strategies. Some reasons

for this resistance could be fear of losing control in the classroom and not being able to cover

required content (Bhalli, Sattar, & Asif, 2016). If teachers are aware of the research in favor of

student-centered instruction, then they may be more apt to make the transition.

Another example of teachers resistance to change is evident in the slow use of effective

technology in the classroom. The introduction of computers in schools was supposed to improve

learning and achievement and be used to change instruction. Instead, as surveys show, teachers

are more likely to use technology to supplement traditional instruction (Herold, 2015). The

reason for this hesitation may be the lack of expertise in technology and effective training and

support for teachers by administration. In addition, teachers are given multiple federal, state, and
USING THE FLIPPED CLASSROOM MODEL 12

local policy requirements that leave teachers with little time or energy to explore and experiment

with new instruction (Herold, 2015). Adequate support and training for teachers is the key to the

success for increasing student- centered instruction.

Training and Support Program for Teachers

The success of increasing student-centered instruction is directly related to teacher training

and support. The question is: How do schools and districts provide teachers will effective

training and support? There is little research that describes what is the most effective

professional development strategy is for teachers (Herold, 2015). However, some strategies to

consider are:

Identifying student-centered learning strategies that will be most effective for the school district

and conduct professional development during the work day. Teachers and mentors should work

specifically on an area of instruction that may pose a challenge. In addition, teachers that have

experience with innovative strategies should collaborate with other teachers and the experienced

teachers should offer professional development to other teachers. Visiting exemplar school

districts that have been successful in transitioning to student-centered strategies would also be a

strategy to consider. Since many student-centered strategies that could improve engagement

require technology, teachers should be provided with technology professional development

during the workday for maximum effectiveness. Ongoing support should be available.

A comprehensive plan outlining specific student-centered strategies and how to implement

them would be the first step in developing a training program for teachers. The use of technology

in the classroom cannot be assumed just because technology is available. Some teachers are not

as proficient with using technology to make instruction more active; therefore, training should be

ongoing. Finally, collaboration with other school districts that are successful with student-
USING THE FLIPPED CLASSROOM MODEL 13

centered instruction will not only provide teachers with support but also with a vision for the

future. For example, the flipped classroom model, which will be used in this action research

project, will require addressing student challenges such as supporting students who lack

technology to access course material. Other support would include training on how to use the

learning management systems to monitor and motivate student learning (Lo & Hew, 2017).

Conclusion

There is evidence to support that active student participation in class has a positive effect on

student engagement. The shift from teachers directly providing content through lecture instead of

helping students negotiate and discover content will take time. Teaching strategies that motivate

and engage students will improve learning. Undergraduate educators, motivated to make changes

to traditional teaching methods, incorporated more active student-centered strategies and found

favorable results. Data was analyzed on student performance and results indicated that students

that were more active in class as part of small collaborative groups showed greater academic

success than those not actively involved in the learning process. In addition, student attendance

improved as well as students critical thinking skills as evaluated by surveys and interviews

(Kober, 2015). Teachers may be reluctant to change their teaching methods. Having unsuccessful

attempts with student-centered instruction may cause teachers to give-up. Therefore support and

training is necessary.

The flipped classroom model of instruction will be used as a student-centered instructional

tool for this research project. This research will provide valuable information to educators on the

secondary level. Using the flipped classroom model, the project will provide an overall plan on

implementing the flipped classroom model in 10th grade biology classrooms, identify obstacles
USING THE FLIPPED CLASSROOM MODEL 14

that could impede the process, and determine if student engagement and achievement could be

improved.

Research Design and Methodology

Will using flipped classroom instruction improve student engagement and achievement of

10thgrade biology students?

The flipped classroom model of instruction is meant to free up class time for active learning

and still provide students with content outside of the classroom. Teachers become facilitators of

the learning process while helping students work through problems in small groups. This study is

investigating the effectiveness of flipped classroom model as a student-centered teaching strategy

versus traditional teaching strategies. The study consists of seventy-six high school students in

10th grade biology. Forty of the seventy- six students are in honors biology. These students are of

high and moderate level in regards to both ability and commitment to learning. Eight of the

students were in college prep science class last year and have moved into the honors level. One

student is autistic. Thirty- six of the seventy- six students are in the college prep level classes.

These students are moderate to low level in ability and commitment to learning; 35% of the class

misses homework assignments regularly. Two students are ELL students, one student is
USING THE FLIPPED CLASSROOM MODEL 15

habitually absent, and one student is learning disabled with speech limitations. The student

population is predominantly white with approximately 20 % minorities.

The forty college prep level students and thirty-six honors level students were randomly chosen

to participate in the research. The random selection was done through the scheduling of students

based on course selections. These students were placed in the teachers class randomly so bias for

selection in the study was minimized. Any initial differences between the groups of students are

due to chance.

The findings from one independent variable may be misleading in determining if the flipped

classroom model is more effective at improving student engagement and achievement. The

effectiveness may be impacted by other variables such as student age, teacher personality, ability

level of students, subject matter, and time of day the course is taught. Therefore, to accurately

study the effect of the independent variable on the dependent variable, a 2x2 factorial design

model was followed addressing student ability level. Since the flipped model of instruction

requires more student directed instruction, two different ability level classes were studied in

order to determine if the flipped classroom method would be effective for all levels of students

(Ary, Jacobs, Sorensen, & Walker, 2013). The forty college prep level students comprised two

biology classes. The thirty- six honors level students also comprised two classes. By coin toss,

one of each level class was assigned to the control group and one was assigned to the

experimental group. Of the forty college prep level students, twenty-one students participated in

the control group while nineteen participated in the experimental group. The control group

received traditional instruction. The flipped classroom model was used to deliver instruction to

the experimental group. Of the thirty-six honors level students, eighteen students were assigned
USING THE FLIPPED CLASSROOM MODEL 16

to the control group and the remainder were assigned to the experimental group. All students

were of similar age and had similar backgrounds in prior science education.

Preparation

The teacher performed a literature review of student-centered instructional strategies and

identified the methods for delivering instruction using the flipped classroom model. An effective

implementation plan was designed using information from the research prior to conducting the

project to ensure the researched benefits were maximized. Important implementation strategies

identified to redesign a course using flipped classroom include: Deliver information outside of

class. Notes and videos will be assigned on a learning management system platform (LMS). The

LMS used is Schoology. Students use an access code provided by the teacher. Folders are used to

organize unit content. In order to evaluate student understanding and commitment outside of

class, one or two conceptual questions will be assigned along with the reading or video viewing.

Students engage in collaborative and problem-based learning activities to develop higher order

thinking skills in the classroom. Lecture instructions outside of class time afford more classroom

time to engage students in active learning. (Song, Jong, Chang, & Cheng, 2017).

Use LMSs discussion tool as a resource to promote active learning and group discussions.

Use stickers and award incentive tools through the LMS to engage students.

Use cell phones and computers for technology access in the classroom.

Teacher addresses misconceptions in class and prepares questions to use in class that evaluate

deep learning. Students not prepared for class will be given access to technology in order to take

notes on instructional videos and presentations. In class discussions will be used to answer the

teacher's question on the topic. The question will elicit higher level thinking and help resolve
USING THE FLIPPED CLASSROOM MODEL 17

students misconceptions. Students work individually and then in small groups to discuss

questions and provide peer instruction (University of Washington, 2017).

In order to adequately prepare to deliver the flipped classroom model of instruction,

professional development opportunities were made available during the school year prior to

implementing the project. Support required for successful implementation such as technology,

common planning time, and ongoing professional development were arranged. Observations

were made during visits of schools using the flipped classroom model as well as watching

instructional videos. A network of support that could be used during the implementation process

was established. It is recommended that the teacher feel comfortable using the flipped classroom

model in the classroom prior to implementing this research project so that the extraneous

variable of inexperience could be minimized.

The unit of study was determined and lesson plans were developed for the control and

experimental groups. The lesson content was identical but the delivery of the method varied for

the control and experimental groups. The control group received lessons using traditional

teaching methods and the experimental group received lessons using the flipped classroom

model. Classroom time was repurposed for inquiry, application and assessment. Active learning

strategies to be used in class to support the flipped model were identified. The flipped classroom

model allows teachers to provide students with many choices to demonstrate understanding. This

type of instruction would support the Universal Design for Learning and accommodate different

types of learners. Evidence of learning would be more accurate.

To make classroom observations, teacher field note forms were created to determine student

engagement, behavior, and participation. A student questionnaire was created to evaluate their

personal experience regarding the learning process. The questionnaire was designed to measure
USING THE FLIPPED CLASSROOM MODEL 18

the attitude and opinion of students towards flipped classroom and traditional teaching methods.

Surveys and questionnaires permit the researcher to summarize the opinions of groups (Ary,

Jacobs, Sorensen, & Walker, 2013). The surveys and questionnaire were used to test the efficacy

of the instructional strategy. Student assignments were created and students in all groups were

given the same assignments in order to measure achievement.

Designing the Flipped Classroom Unit

A 10th grade biology unit on photosynthesis was chosen as the content to teach. Lesson plan

outlines were developed with reference to state standards and essential questions. In addition,

standards were deconstructed into I can statements for student use. Schoology, a Learning

Management System (LMS) was used as the platform for flipping the classroom. Resource

folders were created to hold all course material in the LMS. Lectures and videos were linked on

the Schoology website and students were given access codes to log into the course (Fig. 1).

Figure 1

https://app.schoology.com/course/1009341468/materials

Schoology was chosen as the Learning Management System (LMS) because it has an easy

interface for students to use on a laptop as well as on a cell phone. Teachers can create folders to

neatly organize content for students. Another useful feature of this LMS, is the ability to track
USING THE FLIPPED CLASSROOM MODEL 19

students online activity and generate reports on student data. Through Schoology, teachers can

also issue badges, a type of reward system, to engage students (Fig. 2).

Figure 2

https://app.schoology.com/course/1009341468/materials

A survey was administered to each student prior to implementation of the unit and then again

after the delivery of instruction. The survey was created using the SurveyMonkey survey

generator. SurveyMonkey was chosen for ease of use for teacher and students. In addition,

SurveyMonkey allows the user to assign points to each question; making statistical analysis of

data possible (Fig. 3).

USING THE FLIPPED CLASSROOM MODEL 20

Figure 3

https://www.surveymonkey.com/home/

To start the unit, students were assigned instructional videos from Bozeman and Khan

Academy as an introduction to photosynthesis. Students are required to take notes and answer

conceptual and progress questions while watching instructional videos at home. Students can

work at their own pace and start and stop videos in order to increase understanding. To engage

students in the learning management system, students were asked to blog a response to an

overarching question about the importance of the photosynthetic reaction and respond to peers

using the discussion format. In order to gauge student learning and task commitment outside of

class, students were given an entrance ticket on the topics assigned for homework. A whole class

discussion was lead to cover content and provide clarification. Students generated questions from

watching the instructional videos and small group were used for peer instruction. In addition,

students were provided with a packet of questions that outlined all the important concepts they

were required to know. Students worked on this packet during class time in small groups or

during class discussions. This packet as well as all other materials were linked on Schoology so

students could access the material easily on laptops or cellphones at home or in school. This open

access to material was used to encourage students to become more active in the learning process.

By allowing students access to all resources, it was hoped that students would feel more in

control of their learning and take initiative to locate materials to solve problems.

To reinforce content and provide students with student-centered instruction, students were

assigned activities in class that encouraged problem solving and collaboration. At the end of each

lesson, students raised their hands in response to I can question related to the lesson objective.
USING THE FLIPPED CLASSROOM MODEL 21

By deconstructing the standards, students will have a better understanding of what they need to

know. In addition, this information was used to inform instruction.

Students prepare for laboratory exercises at home by watching walkthrough videos that

demonstrate the procedure of the lab and also complete online simulated labs at home. Students

were required to design experiments on photosynthesis and analyze results in small groups.

Another strategy that was used to engage students during class time was to create activity centers

for active student learning. Students worked in small groups to analyze the rate of photosynthesis

in plants in different colors of light and to evaluate the function of a leaf's stomata in different

environmental conditions. To complete the unit, students were given a problem-based learning

assignment related to carbon dioxide and global warming. Students were administered a post

assessment at the completion of the unit on photosynthesis.

Designing the Traditional Classroom Unit

The traditional classroom unit was designed as the control group for this project. Most of the

instructional materials that were used for the flipped classroom were also used for the traditional

classroom. The content for photosynthesis was delivered in class using direct instruction while

students took notes. Instructional videos were viewed in class and students were given questions

to answer while viewing. Do now questions were used at the beginning of each lesson to gauge

student understanding of the previous lesson content. To reinforce content, students worked

individually in class to answer questions related to photosynthesis. Questions were answered to

clarify misunderstanding and improve student understanding of content. Background information

for lab activities were provided prior to the lab. Students were given directions on the lab

procedure in class and then conducted the lab using lab information provided. To complete the

unit, instead of the problem-based learning activity assigned in the flipped group, students were
USING THE FLIPPED CLASSROOM MODEL 22

assigned a research question related to carbon dioxide and global warming. The same post

assessment was given. Students worked at home on assignments that required students to apply,

synthesis, and analyze information.

Data Collection

The experimental design chosen for this study was a 2x2 Factorial design. In this factorial

design model, the researcher manipulates two or more variables in order to isolate the effects of

the independent variable. If the independent variable may not produce the same effect with

interaction of another variable, then the factorial design would be appropriate (Ary, Jacobs,

Sorensen, & Walker, 2013). In this study, in order to determine if the flipped classroom model

was effective for students of all ability levels, two variables were manipulated. The flipped

classroom model of instruction was given to 10th grade honors biology students as well as 10th

grade college prep biology students.

One evaluative measure of this project was the student survey that was administered using the

SurveyMonkey instrument. The survey was set up so that numerical values were assigned to

student responses. The results were compiled and the data was analyzed using the statistical

parameters available through the survey monkey. The survey allowed students to choose from

four choices that were geared to measure student engagement and task commitment inside and

outside of the classroom. The survey allows the researcher to filter and compare questions, view

data trends and graph responses by question (Figure 4). In addition, graphs are generated from

student responses. An example from a student survey is provided in figure five.

USING THE FLIPPED CLASSROOM MODEL 23

Figure 4- Example of resources available to surveyor.

USING THE FLIPPED CLASSROOM MODEL 24

Figure 5- Example of SurveyMonkey data analysis.

Another measure of students engagement was evaluating participation in the LMS outside of

class. In Schoology, teachers can use the analytics tool to determine when students last logged in

and how long they were in the course. In addition, teachers can view graphs which summarize

total number of times resources were viewed.

Figure 6

Retrieved from https://app.schoology.com/course/1009341468/materials

Post-tests were graded and the mean for each class was calculated. In order to determine if the

difference between the experimental and control group data were due to the manipulation of the
USING THE FLIPPED CLASSROOM MODEL 25

independent variable and not by chance, a chi-square analysis was performed and the null

hypothesis was calculated. Finally, the teacher field notes were analyzed and evaluated for

student behavior, engagement, and participation in class.

Evaluation and Assessment

The evaluation of this project consisted of two parts. The first part was a self-evaluation of

overall learning outcomes. Some learning outcomes that were evaluated were, application of

M.Ed. and concentration objectives, demonstration of effective use of research design, and

competency in creating applicable deliverables to support the project. In addition, evaluation of

time commitment and writing quality were also evaluated. Although it was challenging to design

a research project, it was rewarding to realize that many of the course and concentration

objectives were evident in the project. The effective use of technology for better learning was

accomplished by flipping the classroom and providing students with course material online. This

was accomplished by becoming familiar with the learning management system, Schoology. In

developing lessons for the unit of study, planning effective instruction was accomplished by
USING THE FLIPPED CLASSROOM MODEL 26

focusing on learning outcomes first. In this way, a clearer understanding of what students should

learn was helpful in developing the course material. The standards were deconstructed and

students were provided with I can statements to help students identify what they needed to know.

The deliverables were aligned with the specific objectives and were created to provide students

with more challenging activities in class. Lessons required students to evaluate, synthesize, and

analyze information.

Demonstrating the effective use of research required multiple revisions, reflections, and

adjustments. Extraneous variables were considered during each step of the research project. In

designing the experiment and control groups, factors such as student selection process, time of

day class is taught, and student ability levels were reflected upon. These variables may affect the

outcome of the experiment and thereby decreasing the validity of the data. In considering the

nature of educational research, eliminating some of these variables completely may be difficult

to accomplish.

Developing a project management plan and revisiting it during class discussions was very

helpful in maintaining a timely schedule in order to successfully complete the action research

project. Engaging in discussions with peers provided support for learning. Often times, questions

posed by peers helped formulate additional questions to use as a guide in the research. Valuable

information was also obtained through questions posed to the instructor.

The second evaluation of this project was provided by a panel of experts. The panel of experts

consisted of seven educators from various disciplines. Six of the experts agreed to evaluate the

project and complete a questionnaire, however only three completed the questionnaire in time to

be used in this evaluation. The experts provided a diverse perspective on various disciplines and
USING THE FLIPPED CLASSROOM MODEL 27

could evaluate the project for usefulness to a wide audience. The panel of experts were asked to

evaluate the project to determine if the problem studied was clearly identified and if the literature

reviewed supported the problem. In addition, the experts were asked questions related to the

effectiveness and validity of the research design. Experts also were able to comment on

strengths, weaknesses, and suggested improvements of the project. Meeting with the experts

after they completed the questionnaire allowed the researcher to clarify questions the experts had

and also opened up a dialogue related to the research. Obstacles and potential benefits to

education were areas of discussion. In addition, plans were made to provide teachers with

professional development on using the flipped classroom model in their classrooms.

A recommendation addressing students that were disengaged in the flipped classroom model

due to lack of commitment outside of school was suggested by an expert. Originally this was

addressed in the deliverable section which may have been missed by the expert. In order to

ensure that this was clear, instructions were added in the research and methodology section of the

paper. Since the project was evaluating the effectiveness of the instructional strategy to engage

students, identifying students that did not do homework at home would be an important factor to

include in the overall analysis of data. In addition, another concern by this expert was that the

sample size may not be large enough to determine statistical significance. Extending this

research for an entire school year with additional classes would increase the validity of the data.

Also, running this research for more than one topic might be beneficial to see if the techniques

increase engagement and achievement across multiple topics.

Another expert echoed what the researcher discovered while developing the research study;

difficulty in controlling extraneous variables. This expert maintained that in selecting students
USING THE FLIPPED CLASSROOM MODEL 28

for the study, one cannot completely ensure that the sample is random. This is due to the nature

in which students are scheduled for classes. Some students track together based on other course

selections. In addition, time of day the course is taught is a big factor for high school students.

Further research could explore the time of day variable to determine its effect on the results.

Implementing the study in a school with a rotating schedule may minimize this variable. Another

suggestion for improvement provided by one of the experts was to cite specific data from

research on flipped classroom effectiveness. This would provide the reader with quantitative data

to support the research.

Experts stated that the issue addressed in the research was a problem that classrooms are

faced with in secondary education today. The experts feel that instructional strategies need to

capitalize on the fact that students are technophiles. Todays students access information using

technology and this format could be used to promote higher level thinking.

Finally, strengths identified by the experts were that the project provided thorough and pertinent

research, identified a problem that is pervasive in education today, and the use of a control group

ensured that all students did not receive the same treatment so that data could be compared.
USING THE FLIPPED CLASSROOM MODEL 29

Discussion and Reflection

During the creation of this project, I became more familiar with the process of designing and

implementing action research. The first step was to select a problem. This required a great deal

of reflection on course material throughout my program of study and evaluating what I was most

passionate about. Throughout the M.Ed. course work, the topics I found most engaging were
USING THE FLIPPED CLASSROOM MODEL 30

related to the future of learning. One particular area that I found most engaging was redesigning

traditional teaching to increase student activity. Providing students with an education that is less

passive and more active in their learning redesigns traditional teaching. Strategies to redesign

teaching should be supported with data driven research. Therefore, I felt that a study on using a

new initiative in the classroom, such as the flipped classroom would be beneficial to education.

This process of reflection, identification and implementation of the research process addresses

four of the M.Ed. program objectives:

Students will develop a vision for the future of education, a personal critical and creative

perspective on issues and changes in education, and several means to adapt to future

realities.

In this project, a vision for the future of education was designed. Creating lessons using the

flipped classroom model is a way that integrated informal learning; learning that happens outside

of the classroom. The flipped classroom model is not confined to the formal educational settings

and is often seen as an innovative method for the future of education. This demonstrates my

understanding of new technologies used in education and how this technology could impact

student engagement and achievement. When the flipped classroom lessons were designed,

challenges such as technology access and unprepared students were factors that became evident.

The literature research provided me with increased knowledge of how new strategies are used in

the classroom and how other educators addressed challenges.

Students will be able to identify, analyze, evaluate and implement research-based

education practices matched to an area of concentration (teaching & learning).

USING THE FLIPPED CLASSROOM MODEL 31

This program objective was met through the implementation of the action research. Action

research is a cyclic process. The problem to research was identified through reflection and

research of current literature related to teaching and learning. Analysis of a design that would be

appropriate for the research was accomplished and the project was implementation ready.

Students will be able to identify and use current relevant technology in the service of

better learning.

The use of a learning management system incorporates current, relative, technology that does

not digitize traditional learning but reimagines learning (Culatta, 2013). In this way, this project

provides a creative, innovative way to adapt to the future of education to improve learning.

Students will demonstrate an understanding of creativity and innovation as applied to

education. Students will develop and demonstrate leadership thinking in critical areas of

interest within their field.

This program objective was demonstrated by the use of both flipped classroom lessons and the

learning management system which provided students with a creative and innovative way to

learn. As I completed courses in this program of study, I became more passionate about

redesigning learning to provide students with a learning environment that was more active. This

inspired me to try the flipped classroom model of instruction in my classroom. In addition, I have

agreed to take on a leadership role and conduct a professional development workshop for my

colleagues on the use of the flipped classroom model.

In addition to M.Ed. program objectives applied in this project, the following teaching and

learning program objectives were also applied.

USING THE FLIPPED CLASSROOM MODEL 32

Students will be able to use selected advanced instructional strategies appropriate for

specific learning outcomes.

The goal of selecting the instructional strategies used in this project were to provide students

with a more active and engaging learning environment. The flipped classroom is a relatively new

concept in education. Creating a unit that delivers content using a learning management system

is an advanced instructional strategy that could improve high school students engagement in

class and hopefully improve achievement. This advanced instructional strategy could be

beneficial to high school students continuing in higher education since similar platforms are

used. A tool used in the learning management system was the discussion board. This instructional

strategy was appropriate to increase student engagement as a learning outcome.

Students will be able to apply a variety of formative and summative assessment strategies

to evaluate and improve teaching and learning.

The learning outcomes were evaluated for student achievement and engagement as it related

to the flipped classroom model and the traditional teaching model of instruction. In the project, a

variety of summative assessment strategies were created to evaluate teaching and learning. These

summative assessment strategies included, entrance tickets, quizzes, lab reports, and discussion

board questions. A formal assessment strategy was created to address the unit objectives and was

used to compare the achievement of students in the experimental and control groups.
USING THE FLIPPED CLASSROOM MODEL 33

Students will be able to design and develop curriculum using models of curriculum design such

as Understanding by Design.

This learning objective was accomplished through the development of lesson plans for the

unit on photosynthesis. When the lessons were prepared, there was a purposeful shift in thinking

to develop learning objectives first. This was accomplished by first identifying desired results;

what students should know, then determining the acceptable evidence of what students achieved;

entrance slips, project based assignments, and finally, planning all instructional activities. By

using the Understanding by Design model, teachers make learning more effective and avoid

marching through content (Wiggins and McTighe, 2005).

Reflection

Overall, this capstone project has taught me the intricacies and challenges of creating an action

research project. As I progressed through each stage, I was reminded of the limitations of using

the scientific approach in the social sciences. In education, since you are dealing with human

subjects, many variables could affect the outcome. I questioned how measuring student

engagement could be affected by the complex behavior of the subjects. Many variables needed to

be considered that acted independently of the variables studied. Variables such as time of day

may need to be considered when measuring student engagement.

Exploring the flipped classroom model of instruction allowed me to gain knowledge of a new

instructional strategy that could be relevant to the future of education. The future of education

looks to increase student achievement and engagement. In addition, providing students with

access to a learning management system, increased the use of technology as a way to improve
USING THE FLIPPED CLASSROOM MODEL 34

learning. Studying a new instructional strategy to determine its effectiveness was very beneficial

to me as an educator.

The process of expert review provided me with valuable insight into how educators perceived

the use of the flipped classroom model. Reviewing the capstone project with experts in the field

of education was necessary to identify strengths and weaknesses. In addition, discussing the

possibility of implementing the research on a broader scale offered me confidence in the

usefulness of my capstone project.

USING THE FLIPPED CLASSROOM MODEL 35

References

Ary, D., Jacobs, L., Sorensen, C., Walker, D. (2013). Introduction to research in education.

Cengage Learning. Belmont CA

Bhalli M.A., Sattar A., & Asif M. (2016). Teaching strategies. Professional Medical

Journal,23(5),614-619. http://dx.doi.org/10.17957/TPMJ/16.3206

Culatta, R., (2013). Reimagining Learning: Richard Culatta at TEDxBeaconStreet. Retrieved

from https://www.youtube.com/watch?v=Z0uAuonMXrg.

Herold B., Smith C., (2015).Why ed tech is not transforming teaching. Education Week,

34(35),8-14

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015

K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from

http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf
USING THE FLIPPED CLASSROOM MODEL 36

Khaddage F., Muller W., Flintoff K. (2016). Advancing mobile learning in formal and informal

settings via mobile app technology: Where to from here, and how? Journal of

Educational Technology & Society, 19(3), 16-26.

Kober N.,(2015). Reaching Students: What Research Says About Effective Instruction in

Undergraduate Science and Engineering. National Academies Press & National Research

Council. Washington, D.C.: National Academies Press.

Leer, R. & Ivonov, S. (2013). Rethinking the future of learning: The possibilities and limitations

of technologies in the 21 century. International Journal of Organizational Innovation

st

5(4), 14-20. Retrieved from http://ijoi-online.org/attachments/article/34/FINAL

%20ISSUE%20VOL%205%20NUM%204%20APRIL%202013.pdf

Lo, C. c., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12

education: possible solutions and recommendations for future research. Research &

Practice In Technology Enhanced Learning, 12(1), 1-22. http//

dx.doi.org/10.1186/s41039-016-0044-2

Paige R., (2010). Beyond student- centered instruction: A model for teaching learningto-learn

strategies. International Journal of Interdisciplinary Social Sciences, 5(5), 299-307.

Partnership for 21st Century Learning, (2016), Retrieved from www.p21.org

Project Tomorrow (2013), Speak up national findings: From chalkboards to tablets: The

emergence of the K-12 digital learner. Retrieved from

http://www.tomorrow.org/speakup/pdfs/SU12-Students.pdf
USING THE FLIPPED CLASSROOM MODEL 37

Rico R., & Ertmer, P. (2015). Examining the Role of the Instructor in Problem-centered

Instruction. Techtrends: Linking Research & Practice to Improve Learning, 59(4), 96-

103. http://dx.doi.org/10.1007/s11528-015-0876-4

Solochek, J.S., (2015), Tampa Bay Times, Retrieved from:

http://www.tampabay.com/news/education/k12/in-flipped-classrooms-teachers-lecture-

online-use-class-for-practice/2218710

Song, Y., Jong, M. S. Y., Chang, M., & Chen, W. (2017). Guest Editorial: HOW to Design,

Implement and Evaluate the Flipped Classroom? A Synthesis. Educational Technology

& Society, 20 (1), 180183.

Stefaniak, J. E., Tracey,W. (2015). An exploration of student experiences with learner-centered

instructional strategies. Contemporary Educational Technology. 6 (2), 95-112. Database:

Education Source.

Tapscott, D. (2011). Education 2.0. Retrieved from http://www.youtube.com/watch?

v=U63Q2Q8frXc

University of Washington. (2017). Center for Teaching and Learning. Retrieved from

http://www.washington.edu/teaching/teaching-resources/engaging-students-in-

learning/flipping-the-classroom/

Wiggins, G.P., & McTighe, J. (2005). Backwards design. Understanding by design. (pp. 13-34).

Alexandria, VA: Assoc. for supervision and curriculum development.

USING THE FLIPPED CLASSROOM MODEL 38

Appendix A

Project Management Plan

Week Day 1 Day 2 Day 3 Day 4 Day 5 Notes

EDU Review notes on Review draft of Complete Review Complete

688 Design and research design research Project Project
Week Methodology. Review and methodology- design and Management Management
8 text chapter 11- Make adjustments methodology Plan Draft and Plan
Experimental based on new project. apply feedback
Research Design. discussions and
knowledge.
USING THE FLIPPED CLASSROOM MODEL 39

EDU Create deliverables: Discuss Review Review Catch-up

699 Create draft of questionnaire with student student
Week Student colleagues and objectives and objectives and
1 Questionnaire(SQ) use feedback to create the post- create the post-
create final draft test test

EDU Review student Using student Using student Using student Using student
699 objectives and create objectives, create objectives, objectives, objectives,
Week lessons for the flipped classroom create flipped create flipped create flipped
2 experimental group- lessons classroom classroom classroom
Flipped Classroom lessons lessons lessons
Lessons

EDU Using student Using student Using student Choose Create

699 objectives, create objectives, objectives, experts and evaluation
Week traditional lesson create create discuss for panel of
3 plans for control traditional traditional evaluation of experts.
group lesson plans lesson plans for project
for control control group
group

EDU Schedule a meeting Provide Explore and Start self- Work on

699 with expert panel experts with choose format assessment of Self-
Week and discuss project for the share project. assessment
4 evaluation of information presentation of project.
project. for review. that is easy to
work with and
visually
appealing.

EDU Complete Self- Start working Complete the Revise

699 evaluation of on the 2nd 2nd form of Literature
Week project. form of evaluation. review to
5 evaluation reflect
changes in
topic focus.
Research info.
if needed.

EDU Start compiling Final Report: Review and

699 final report: Problem complete
Week Title and Abstract Statement and APA
6 Lit. Review. reference list

EDU Final Paper: Final Paper: Final Paper: Begin What should
699 Research Design Evaluation and Evaluation presentation be included
Week and Methodology assessment and for share fair in the self-
7 assessment. evaluation?
Self-
evaluation
USING THE FLIPPED CLASSROOM MODEL 40

complete

EDU Complete Complete Proofread paper Make Post project

699 discussion and presentation and check APA Corrections to presentation
Week reflection report. and participate formatting. paper. to PLE with
8 Follow guidelines in Share fair. Contact writing Submit summary.
and refer to MEd center for Capstone
and concentration assistance. project
outcomes.

Work on
presentation and
participate in Share
fair.

Appendix B

Self-Assessment Rubric

Lisa A. Debany

Criteria Exceeds Expectations Meets Expectations(2) Does not meet Points

(3) Expectations(1)

Research paper

Identifying the Issue identified is Issue is identified and Issue is 3

USING THE FLIPPED CLASSROOM MODEL 41

issue/problem clearly described and supported by at least one identified but

supported by multiple area of research. does not provide
areas of research. Literature review provides necessary
Literature review adequate support to inform support from
provides exemplary the project. research.
support to inform the Literature review
project. provides limited
support to
inform the
project.

Demonstrates Demonstrates Demonstrates adequate use Demonstrates 2.5

Understanding exemplary use of of action research to satisfactory use
action research to support project. of action
support project. research to
support project.

Evaluation of Demonstrates Project demonstrates Project 3

Learning: exemplary knowledge adequate knowledge in 3 demonstrates 2
Educational in 3 or more M.Ed. program objectives and or fewer M.Ed.
Outcomes program objectives one concentration program
and at least 1 objective as demonstrated objectives.
concentration in discussion No evidence of
objective as knowledge in
demonstrated in concentration
discussion objective.

Methodology
and Design

Theory and Design chosen is Design chosen is accurate Design chosen 3

Research accurate and and appropriate for the does not
appropriate for the research project. accurately fit the
research project. research project.

Deliverables

Demonstrates All deliverables are Deliverables are Deliverables to 3

competency appropriate to appropriate for the project. support the
support the project. Most are implementation project are
Detailed and ready. missing. Not
implementation implementation
ready. ready.
USING THE FLIPPED CLASSROOM MODEL 42

Commitment Deliverables Deliverables are creative Deliverables 3

and Quality demonstrate and original. provide some
originality, Some effort is evident. creativity.
creatively, and Deliverables are Little effort is
commitment. professional and inclusive evident and
Exemplary effort is with minor errors. deliverables are
evident. not inclusive.
All deliverables are
professional and
inclusive.

Writing and
formatting

APA, grammar, Writing is Writing is professional Writing lacks 2.5

and syntax professional. APA with appropriate use of professional
formatting is APA formatting. Minor tone.
exemplary. No errors errors in APA formatting, Multiple errors
in grammar. No error grammar, and sentence in APA
in sentence structure. structure that does not formatting.
impede communication. Errors in
grammar and
sentence
structure
impedes
communication.

Task All required Required submissions were Many required 3

commitment submissions were mostly completed. Some submissions
and Timeliness completed and on submissions were late. were tardy.
time. Participation in discussions Participation in
Participation in were timely and complete. discussions were
discussions were Responded to peer limited.
timely and of high feedback. Did not respond
quality. Responded to to peer feedback.
peer feedback.

Share fair
Presentation

Accuracy Presentation clearly Presentation describes the Presentation 3

and accurately construction, methodology, does not clearly
describes the and evaluation of the or accurately
USING THE FLIPPED CLASSROOM MODEL 43

construction, project but lacks sufficient describes the

methodology, and detail to clearly portray construction,
evaluation of the project. methodology,
project in detail. and evaluation of
the project.

Communication Presentation is Presentation is formatted Presentation 3

formatted to ease for adequate format does not
communication. communication. allow for
Transferred to a Transferable to a limited adequate
broad audience. audience. communication
Exemplary Communication is of project.
communication skills adequate to convey project Communication
are evident to clearly purpose. is inadequate to
convey purpose of convey project
project. purpose.

The rubric was adapted from the Post University Final Capstone Instructions and Rubric.

Retrieved from: https://post.blackboard.com/bbcswebdav/pid-3539434-dt-content-rid-

27907676_1/courses/EDU699.901013100352/Documents/Capstone%20Project%20Assignment

%2012122016.pd

Appendix C

Student Questionnaire

1. How would you rate your level of attention in the class on a regular basis?
___Not attentive
___Sometimes attentive
___Usually attentive
___Always attentive

2. How much effort would you say you put into class?
___No effort
___ A Little effort
___Some effort
USING THE FLIPPED CLASSROOM MODEL 44

___A lot of effort

3. How much effort did you spend on homework and studying outside of class?
___No effort
___Very little effort
___Some effort
___ A lot of effort

4. On average, how much time do you spend on homework for this class each night?
___Less than 30 minutes
___30 minutes to less than 60 minutes
___60 minutes to less than 90 minutes
___90 minutes or more

5. How much interaction do you have with the teacher during class activities?
___No Interaction
___Little Interaction
___Some Interaction
___Lots of Interaction

6. How much did interacting with the teacher during class activities help you?
___No help
___A little help
___Some help
___Lots of help
___Does not apply

7. On a scale of 1(not a fan) to 5 (love it), how would you rate your preference of taking notes on
PowerPoints and videos at home and doing activities in class?
___1 ___2 ___3 ___4 ___5

Appendix D

Teacher Observation Field Notes

Use this form to measure student engagement and behavior during lessons in both the flipped

and traditional classroom models.

Teacher:_______________________ Date: ___________ Period: _____

Student Focus and Behavior- students are focused on the assignment with minimal disruption

Engagement level Very High (4) High(3) Medium (2) Low (1)
USING THE FLIPPED CLASSROOM MODEL 45

Check mark

Notes:

Participation- Students express ideas and provide appropriate questions and reflective answers

Engagement level Very High (4) High(3) Medium (2) Low (1)

Check mark

Notes:

Interest and Enthusiasm- Students show interest in lesson and use positive humor

Engagement level Very High (4) High(3) Medium (2) Low (1)

Check mark

Notes:

Teacher notes:

______________________________________________________________________________

______________________________________________________________________________

Appendix E

Expert Assessment Questionnaires

Lisa A. Debany

Please take the time to review my Capstone project entitled: Increasing Student- Centered
Instruction to Improve Engagement and Achievement; Using the Flipped Classroom Model.
Please complete the questionnaire. Your valuable feedback is greatly appreciated.
USING THE FLIPPED CLASSROOM MODEL 46

Name:__Jeffrey F. Shannon, PhD______Position: _Assistant Principal Torrington High

School
The problem statement clearly conveys the purpose of the project and explains its importance to
education. (highlight one)
1 2 3 4
Strongly Disagree Disagree Agree Strongly Agree

Comments:
___Flipped Classrooms as an idea have been out there for awhile but I have seldom seen
it used consistently in a high school classroom. The use of technology and the
organization in a user interface are important ways that todays students access
information and could be used to promote higher level thinking I am excited to see the
final
results.______________________________________________________________________

2. The Literature Review provides sufficient supporting research to inform the problem.
(Highlight one)
1 2 3 4
Strongly Disagree Disagree Agree Strongly Agree

Comments:
_________Some more citing of data from references might give the reader and better
idea of previous research on flipped classroom effectiveness and other changes in
curriculum presented here. It has definitely stimulated my interest in reading some of the
papers
__________________________________________________________________________

3. The design and methodology of the project provides a clear description on how the research
will be carried out? (Highlight one)
1 2 3 4
Strongly Disagree Disagree Agree Strongly Agree
Comments:
______It was clear, nice to see a control group in educational research as sometimes
teachers are hesitant to not give the same treatments to all their students.
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________

4. The design and methodology of the project provides a sufficient sample size to collect valid
data. (Highlight one).
1 2 3 4
Strongly Disagree Disagree Agree Strongly Agree

Comments:
__Im not sure one can state that the sample is truly random due to the nature of the
scheduling process, ie some students will track together based on other course
selections honors geometry, music etc. However, this isnt really avoidable in terms of
the experimental design for one teacher.
USING THE FLIPPED CLASSROOM MODEL 47

5. In the design and methodology section, the data that will be collected are sufficient to draw a
conclusion between the experimental group and control group.

1 2 3 4
Strongly Disagree Disagree Agree Strongly Agree

Comments:
____________There may be many other confounding variables that were pointed out by
the researcher. I would argue that time of day for high school students is a big factor,
however, the researcher did do her best to account for these variables. Future research
could explore them based on results found. Implementing in a school with a rotating
schedule would account for the time of day possibly.
____________________________________________________________________________

6. The flipped classroom lessons provide students the opportunity to increase engagement in
the classroom. (Highlight one)
1 2 3 4
Strongly Disagree Disagree Agree Strongly Agree

Comments:
___Flipped Classrooms allow for much of the passive learning watching reading to occur on the
students own time and in their own way. Provided they engage in this with fidelity it allows for
solving problems, dialogue, asking questions, and exploration of concepts or conducting
meaningful research under the guidance of the teacher and peers.
____________________________________________________________________________

7. What would you consider to be strengths of this project?

Experimental Design uses a 2 x 2 factorial to isolate variables. Also uses a challenging
topic that is often difficult to engage students. This is a strength as you may see a large
effect if the treatment of a flipped classroom is very effective. However see below.

8. What would you consider to be weaknesses of this project?

Photosynthesis can be difficult to find engaging classroom labs and learning activities.

Therefore more than one topic might be good to see if the techniques themselves increase

engagement and achievement.

9. What suggestions for improvement could you offer?

Add more students and topics

Possibly add an engineering topic to design an artificial photosynthetic cells using

properties and requirements learned in the unit. Maybe you have this as per the
USING THE FLIPPED CLASSROOM MODEL 48

standard HS-PS3-3 Energy- Design, build, and refine a device that works within given
constraints to convert one form of energy into another form of energy.
Develop a more detailed rubric for the essay including expectations statements.
USING THE FLIPPED CLASSROOM MODEL 49