COMPARING MOTIVATIONS FOR FLIPPED INSTRUCTION TO DATA ON FLIPPED IMPLEMENTATIONS IN ALGEBRA.

Saved in:

Bibliographic Details
Title:	COMPARING MOTIVATIONS FOR FLIPPED INSTRUCTION TO DATA ON FLIPPED IMPLEMENTATIONS IN ALGEBRA.
Authors:	Otten, Samuel¹ ottens@missouri.edu, Ellis, Ruby L.² rellis7@ncsu.edu, Ze Wang¹ wangze@missouri.edu, Araujo, Zandra de¹ dearaujoz@missouri.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2021, p1554-1558. 5p.
Subject Terms:	Flipped classrooms, Algebra education, Academic motivation, Mathematics teachers, *Homework
Abstract:	Flipped instruction, where videos are assigned for students to watch as homework in lieu of problem sets, has been implemented by an increasing number of mathematics teachers. Their reasons for flipping range from a desire to have less time spent in class on lectures and more time on collaboration (and greater engagement) to a hope that videos increase completion rates for homework compared to problem sets. This study examines the extent to which those reasons for flipping instruction are reflected in observation data from 22 flipped and 25 non-flipped Algebra 1 classes. Flipped classes were found to have less lecture time in class but the increased student work time was not necessarily collaborative. During student work time engagement levels were higher in flipped classes than non-flipped classes but the reverse was true during whole-class discourse. Homework completion rates were not significantly different. [ABSTRACT FROM AUTHOR]
	Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America 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

Description
Abstract:	Flipped instruction, where videos are assigned for students to watch as homework in lieu of problem sets, has been implemented by an increasing number of mathematics teachers. Their reasons for flipping range from a desire to have less time spent in class on lectures and more time on collaboration (and greater engagement) to a hope that videos increase completion rates for homework compared to problem sets. This study examines the extent to which those reasons for flipping instruction are reflected in observation data from 22 flipped and 25 non-flipped Algebra 1 classes. Flipped classes were found to have less lecture time in class but the increased student work time was not necessarily collaborative. During student work time engagement levels were higher in flipped classes than non-flipped classes but the reverse was true during whole-class discourse. Homework completion rates were not significantly different. [ABSTRACT FROM AUTHOR]