Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions.
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| Title: | Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions. |
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| 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] |
| Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 142016916 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stratton%2C+Erin%22">Stratton, Erin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chitiyo%2C+George%22">Chitiyo, George</searchLink><relatesTo>1</relatesTo><i> gchitiyo@tntech.edu</i><br /><searchLink fieldCode="AR" term="%22Mathende%2C+Allen+M%2E%22">Mathende, Allen M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Davis%2C+Krista+M%2E%22">Davis, Krista M.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Technology%22">Contemporary Educational Technology</searchLink>. 2020, Vol. 11 Issue 1, p131-142. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+students%22">Science students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science%22">Science</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=142016916 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30935/cet.646888 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 131 Subjects: – SubjectFull: Student attitudes Type: general – SubjectFull: Science students Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Science Type: general Titles: – TitleFull: Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stratton, Erin – PersonEntity: Name: NameFull: Chitiyo, George – PersonEntity: Name: NameFull: Mathende, Allen M. – PersonEntity: Name: NameFull: Davis, Krista M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1309517X Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Contemporary Educational Technology Type: main |
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