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Flipped Classroom Teaching Model and Student Achievement
Research Prospectus
Delaney Jones
University of Mary
EDU 557- Research and Applied Statistics
Wade Kooiman, Ed. D.
August 12, 2022
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Research Prospectus
Annotated Bibliography
Alebrahim, F., & Ku, H.-Y. (2020). Perceptions of student engagement in the flipped classroom:
a case study. Educational Media International, 57(2), 128–147. https://doiorg.ezproxy.umary.edu/10.1080/09523987.2020.1786776
This study focused on how both teachers and students felt regarding engagement with
class material while using the flipped classroom method. Those involved in this study were three
college professors and 14 students. During this study three faculty interviews and three student
focus groups were conducted. The professors reported positive results involving student
engagement while using the flipped classroom model. Most students responded that their
engagement was increased when adhering to this model in addition to the researcher’s findings.
Suwito, & Hamdani, A. F. (2019). Developing Students Learning Attributes through
Collaborative Learning Based on Flipped Classroom. Geosfera Indonesia, 4(1), 1–10.
https://doi-org.ezproxy.umary.edu/10.19184/geosi.v4i1.8938
This study was conducted to determine the effectiveness of using a flipped classroom
model to help students develop learning attributes such as, cooperation, honesty, discipline, and
openness. This study utilized lesson study as the blueprint for rubric organization. The study
consisted of a three-step process when issuing education content: plan, do, and see. The findings
discovered through this research were that using the flipped classroom teaching strategy
increased students’ learning attributes and promoted a collaborative learning environment.
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Chung Kwan Lo, & Khe Foon Hew. (2017). Using “First Principles of Instruction” to Design
Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory
Studies. Journal of Educational Technology & Society, 20(1), 222–236.
This study compared the learning gains of two different types of students in a secondary
math setting while using the flipped classroom method. The first group contained 13
underperforming students. The second group contained 24 higher preforming students. The
results of this study showed that both groups achieved high learning gains while using this
method.
Winter, J. W. (2018). Performance and Motivation in a Middle School Flipped Learning
Course. TechTrends: Linking Research & Practice to Improve Learning, 62(2), 176–183.
https://doi-org.ezproxy.umary.edu/10.1007/s11528-017-0228-7
This study was conducted in a sixth-grade social studies classroom. The purpose of this
research was to determine if a flipped classroom learning method had a positive effect on
performance and motivation in middle school students. This study encompassed an eight-week
unit where performance data and a student survey were taken. The conclusion of the research
deduced that technology-based lessons lead to higher student achievement and motivation. This
coupled with average achieving students tended to benefit more from a flipped classroom setting
compared to the didactic model.
Jeong, J. S., Cañada-Cañada, F., & González-Gómez, D. (2018). The Study of FlippedClassroom for Pre-Service Science Teachers. Mathematics (2227-7390), 6(12), 163.
https://doi-org.ezproxy.umary.edu/10.3390/educsci8040163
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This study focused on teachers who were in training. The purpose of this study was to
determine the performance, perceptions, and emotions of pre-service teachers. The study was
conducted over two years where pre-service teachers completed post-task questionnaires. The
study determined that pre-service teachers were performing higher on average, showing
favorable perceptions, and demonstrating positive emotions about the flipped-classroom model.
Purpose of the Study
The purpose of this research is to determine if the flipped classroom model of teaching
will positively impact students with a specific learning disability in the area of math achievement
within math. The results of this study will be beneficial for not only those that teach special
education, but those in the general education classroom, as they work to determine appropriate
teaching methods that positively impact student achievement.
Research Question/Hypothesis
Will implementing the flipped classroom model of teaching have a positive impact on
students with a specific learning disability in the area of math achievement within math?
Research Study Variables
1. The flipped classroom teaching model will be the independent variable
and it will be labeled a categorical variable.
2. Student achievement in math will be the dependent variable and will be labeled
as a measurable variable.
Definition of Terms
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Math achievement- Students’ success in completing math working using AIMsWeb math
probes to measure.
Specific learning disability in math- Students who are identified as having achievement gaps in
math not due to lack of instruction or environmental factors.
AIMsWeb- A program that is used to measure student achievement at various level of math
instruction, primarily used with students who are identified as having a disability.
SSPS- A statical software program used to convert data into charts and graphs that make it easier
to analyze and determine any significant outcomes.
Teacher- An individual tasked with providing student instruction using the flipped classroom
method.
Flipped classroom- “A flipped classroom is a type of blended learning where students are
introduced to content at home and practice working through it at school” (Staff, 2022).
IEP- Individualized Education Plan. Students who are identified as having a disability are most
often put on an IEP to provide them with additional support to help aide in their education.
Study Methodology
Study design. The design for this study will be a time series pretest-posttest control
matched subject. This study will compare the AIMsWeb math assessments results of sixth
graders who are enrolled in the middle school math strategies courses at Wachter Middle School
in Bismarck, North Dakota during the 2022-2023 school year. The treatment during this study
will be the flipped classroom teaching model.
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Sampling procedures. This study will be using a convenience sampling from the middle
school math strategies courses at Wachter Middle School. There are two sections of math
strategies courses in each grade level (sixth, seventh, and eighth). Five students will be chosen
from each math strategies course. One class at each grade level will be labeled the experimental
group. The other class at each grade level will be labeled the control group. The control group
and experimental group will be compared to their respective grade level to assess their growth on
their AIMsWeb math assessments.
Selection and description of the instrument(s). AIMsWeb math assessments will be
used for both pretest and posttest. This is a computer administered assessment. This assessment
is used within the Bismarck Public School district and is considered an accurate representation of
students’ achievement and mathematic ability. AIMsWeb uses national norm, local, district, and
state norms.
Data collection procedures.
Instrument administration procedures. Students will take the AIMsWeb math
assessment on their school laptops. Students will be tested during their math strategies class time,
and with accommodations (if applicable) that are listed on their IEPs. Taking the test in their
math strategies class ensures that students are taking their test in a familiar environment with a
familiar staff member.
Instrument data collection procedures. Students will take their AIMsWeb math
assessment the first week of each academic quarter. Students’ scores will be available on the
AIMsWeb website. Under each student’s individual benchmarking. Score will be listed in a way
where they can be compared each semester.
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Consent form development and administration procedure(s). In order to gain consent
for this study, consent forms will be sent home with students to have signed by themselves and a
parent/guardian. These forms will be sent home the first day of school. Any forms that are not
signed and returned will be emailed and followed up with a phone call.
Statistical analysis procedures. When AIMsWeb math assessment scores are obtained
from students, they will be entered into SSPS using an independent sample t-test. Scored will be
individually analyzed to monitor increases or decreases in scored. A double bar graph will be
used to display student data each quarter and at the end of the school year.
Limitations of the Study
Loss of Subject (Mortality)- Students could leave before the end of the study. If this is the case,
then this could negatively affect the study. One way to prevent this is to gain more information
about the students who are participating in the study. If a pattern of moving school districts is
present in a student’s history, they might not be the most reliable for the study.
Instrumentation- Because the AIMsWeb assessment is delivered electronically one may
encounter students forgetting their laptops, not having them charged, or experiencing internet
outages. This can cause problems for a study. One way to help avoid this is to have extra
computer and computer chargers on hand and ensuring internet stability before starting the
assessment.
Maturation- Middle school students are growing and changing rapidly. One way to control this
during the study is to gain more information on the students being studied. Ensuring that the
students being studied are similar can help keep the study on the right track.
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Regression- Students identified with specific learning disabilities tend to have times where they
will test really well and other when they won’t. This can lead to test scores looking as though
they regressed when they might actually not be. A high pretest score and lower scores later on in
the study can make it look as though students are regressing. One way to control this is to look at
patterns in students testing history. If it is noted that the student has inconsistent test scores, they
may not be a reliable test subject.
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References
Alebrahim, F., & Ku, H.-Y. (2020). Perceptions of student engagement in the flipped classroom:
a case study. Educational Media International, 57(2), 128–147. https://doiorg.ezproxy.umary.edu/10.1080/09523987.2020.1786776
Chung Kwan Lo, & Khe Foon Hew. (2017). Using “First Principles of Instruction” to Design
Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory
Studies. Journal of Educational Technology & Society, 20(1), 222–236.
Fraenkel, J., Wallen, N., & Hyun, H. (2018). Looseleaf for How to Design and Evaluate Research in
Education (10th ed.). McGraw Hill.
Jeong, J. S., Cañada-Cañada, F., & González-Gómez, D. (2018). The Study of FlippedClassroom for Pre-Service Science Teachers. Mathematics (2227-7390), 6(12), 163.
https://doi-org.ezproxy.umary.edu/10.3390/educsci8040163
Staff, T. (2022, January 28). The Definition Of The Flipped Classroom. TeachThought.
Retrieved August 8, 2022, from https://www.teachthought.com/learning/definitionflipped-classroom/
Suwito, & Hamdani, A. F. (2019). Developing Students Learning Attributes through
Collaborative Learning Based on Flipped Classroom. Geosfera Indonesia, 4(1), 1–10.
https://doi-org.ezproxy.umary.edu/10.19184/geosi.v4i1.8938
Winter, J. W. (2018). Performance and Motivation in a Middle School Flipped Learning
Course. TechTrends: Linking Research & Practice to Improve Learning, 62(2), 176–183.
https://doi-org.ezproxy.umary.edu/10.1007/s11528-017-0228-7
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Appendix A
Consent Form for Participation in a Research Study
University of Mary, Bismarck, ND
Flipped Classroom in Middle School
Math Strategies
A. PURPOSE AND BACKGROUND
My name is Delaney Jones. I am a graduate student at The University of Mary, and I am
conducting a research study about using the flipped classroom method (a type of blended
learning where students are introduced to content at home and practice working through it at
school) in middle school math strategies classes. I am inviting your child to take part in the
research because he/she is currently enrolled in a math strategies class at Wachter Middle
school.
B. PROCEDURE
If you agree to let your child participate in this research study your child’s AIMsWeb plus
scores will be used to examine the effects of using a flipped classroom method. You will be
giving me, Mrs. Jones, permission to use your child’s AIMsWeb scores for the 2022-2023
school year.
C. RISKS
There is a risk of loss of privacy, which the Mrs. Jones will reduce by not using any real
names or other identifiers in the written report. Mrs. Jones will also keep all data in a secure
online data location. Only Mrs. Jones will have access to the data.
D. CONFIDENTIALITY
I will do all that I can to protect your child’s privacy. Again, your child’s test results will be
used but their name will not be.
E. QUESTIONS
If you have any questions or concerns regarding this study, please contact Mrs. Delaney
Jones at Delaney_Jones@bismarckpublicschools.org.
F. Voluntary participation
You have been given a copy of this consent form to keep. PARTICIPATION IN THIS
RESEARCH STUDY IS VOLUNTARY. You are free to decline to have your child
participate in this research study. You may withdraw your child’s participation at any point
without penalty. Your decision whether or not to participate in this research study will have
no influence on your or your child’s present or future status at the school.
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G. CONSENT
Child’s name______________________
Signature_______________________
Date_________________
Parent
Signature_______________________
Researcher
Date_________________