Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions

Erin Stratton; George Chitiyo; Allen M. Mathende; Krista M. Davis

doi:10.30935/cet.646888

Erin Stratton ¹, George Chitiyo ¹ ^* , Allen M. Mathende ¹, Krista M. Davis ¹

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CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 131-142

https://doi.org/10.30935/cet.646888

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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.

Keywords: flipped classroom, seventh grade, perceptions, face-to-face instruction

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Citation

Stratton, E., Chitiyo, G., Mathende, A. M., & Davis, K. M. (2020). Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions. Contemporary Educational Technology, 11(1), 131-142. https://doi.org/10.30935/cet.646888

Stratton, E., Chitiyo, G., Mathende, A. M., and Davis, K. M. (2020). Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions. Contemporary Educational Technology, 11(1), pp. 131-142. https://doi.org/10.30935/cet.646888

Stratton E, Chitiyo G, Mathende AM, Davis KM. Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions. CONT ED TECHNOLOGY. 2020;11(1), 131-142. https://doi.org/10.30935/cet.646888

Stratton, Erin, George Chitiyo, Allen M. Mathende, and Krista M. Davis. "Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions". Contemporary Educational Technology 2020 11 no. 1 (2020): 131-142. https://doi.org/10.30935/cet.646888

Stratton, Erin et al. "Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions". Contemporary Educational Technology, vol. 11, no. 1, 2020, pp. 131-142. https://doi.org/10.30935/cet.646888

Stratton E, Chitiyo G, Mathende AM, Davis KM. Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions. CONT ED TECHNOLOGY. 2020;11(1):131-42. https://doi.org/10.30935/cet.646888