Effects of flipping the classroom on suburban middle school math students.

Abstract

The purpose of this research is to examine the effects of using the strategy “flipping the classroom" with students. One eighth grade math class was selected to be used from a school in Western New York. The teacher of this classroom taught seven math units using traditional homework and classwork, while four of the units were taught with a flipped classroom. Data was collected through a Likert survey for the students, an interview with the teacher, and the analysis of the students’ grades. Results of the data show that the students generally like the strategy of flipping the classroom. The students also scored 3.11 points higher on average on their tests with a flipped classroom. The teacher also said mostly positive comments about this strategy. She and her students were more comfortable using it in the classroom because their class time was more productive for them. Some suggestions for future research and limitations are discussed in this paper to provide evidence that flipping the classroom can be an effective strategy in certain classes.