Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions.

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Bibliographic Details
Title:	Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions.
Authors:	Stratton, Erin¹, Chitiyo, George¹ gchitiyo@tntech.edu, Mathende, Allen M.¹, Davis, Krista M.¹
Source:	Contemporary Educational Technology. 2020, Vol. 11 Issue 1, p131-142. 12p.
Subject Terms:	Student attitudes, Science students, Academic achievement, Teaching methods, Science
Abstract:	The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction. [ABSTRACT FROM AUTHOR]
ISSN:	1309517X
DOI:	10.30935/cet.646888