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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
Language: English
Authors: Stratton, Erin (ORCID 0000-0001-7520-6992), Chitiyo, George (ORCID 0000-0002-0264-6513), Mathende, Allen M. (ORCID 0000-0002-7261-0065), Davis, Krista M. (ORCID 0000-0003-2198-4822)
Source: Contemporary Educational Technology. 2020 11(1):131-142.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 12
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Descriptors: Middle School Students, Teaching Methods, Blended Learning, Science Achievement, Grade 7, Student Attitudes, Learning Experience, Gender Differences, Academic Ability, Learning Motivation, Instructional Effectiveness, Pretests Posttests, Comparative Analysis
ISSN: 1309-517X
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1234831
Database: ERIC
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  Data: Evaluating Flipped versus Face-to-Face Classrooms in Middle School on Science Achievement and Student Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Stratton%2C+Erin%22">Stratton, Erin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7520-6992">0000-0001-7520-6992</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chitiyo%2C+George%22">Chitiyo, George</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0264-6513">0000-0002-0264-6513</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mathende%2C+Allen+M%2E%22">Mathende, Allen M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7261-0065">0000-0002-7261-0065</externalLink>)<br /><searchLink fieldCode="AR" term="%22Davis%2C+Krista+M%2E%22">Davis, Krista M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2198-4822">0000-0003-2198-4822</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Educational+Technology%22"><i>Contemporary Educational Technology</i></searchLink>. 2020 11(1):131-142.
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink>
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  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.
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  Data: EJ1234831
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 131
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Science Achievement
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      – SubjectFull: Grade 7
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Gender Differences
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Comparative Analysis
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    Titles:
      – TitleFull: Evaluating Flipped versus Face-to-Face Classrooms in Middle School on Science Achievement and Student Perceptions
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