Date

Spring 4-22-2019

Document Type

Education 590 Project

First Advisor

Vernimb, Peter

Department Chair or Program Director

Pack, Christy

Degree Name

Master of Education

Major or Concentration

Education

Department or Program

Education

Abstract

Since the inception of the flipped classroom model, the teaching pedagogy has become increasingly popular in both K-12 and collegiate classrooms. In a traditional classroom model, students become familiar in class with lectures and complete additional practice work at home in order to iron out any misunderstandings of the material. The flipped classroom model reverses roles with students becoming initially familiar with the class materials at home and then engaging in further practice in class with the teacher and fellow students.

Although this teaching method is still in its infancy, the results so far reveal the flipped classroom model significantly improves a student’s ability to retain and master material. This study seeks to analyze a variety of different studies focusing on K-12 implementation of the flipped classroom model in order to determine overall effectiveness of the model. This study will use meta-analysis methodology to come to a better understanding of the success of the flipped classroom model across a variety of different sample sizes, populations, and research methodologies. While this study will not add any original field data to the study of the flipped classroom model, it will provide a singular source analyzing existing data to draw conclusions about the effectiveness of the pedagogical model.

Language

English

Included in

Education Commons

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