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dc.contributor.advisorMeador, Audrey
dc.creatorRosprim, Paige
dc.date.accessioned2022-01-12T21:48:51Z
dc.date.available2022-01-12T21:48:51Z
dc.date.created2021-08
dc.date.issued2021-12-03
dc.date.submittedAugust 2021
dc.identifier.urihttps://hdl.handle.net/11310/3999
dc.description.abstractThis explanatory sequential mixed methods study investigated the use of a flipped classroom model in a middle school mathematics classroom. The flipped classroom was implemented over the course of one semester in an effort to reach the needs of all students including gifted and talented, special education, and English language learners. The flipped classroom is a form of learning where instruction and technology are combined to foster a student-centered learning environment. This study gathered data from student test scores over two semesters, one semester with a traditional classroom format and the second semester with a flipped classroom approach. A survey was administered to students to gather perceptions about the flipped classroom regarding instruction. Survey results showed positive and negative perceptions of the flipped classroom. The findings of this study show the effects of the flipped classroom were statistically insignificant for all student groups. The flipped classroom was successful for the gifted and talented group but not the other student groups.
dc.format.mimetypeapplication/pdf
dc.subjectKeywords: flipped classroom, academic performance, middle school, 4-8, mathematics education
dc.titleANALYZING MIDDLE SCHOOL STUDENTS’ MATHEMATICAL UNDERSTANDING: A FLIPPED CLASSROOM APPROACH
dc.typeThesis
dc.date.updated2022-01-12T21:48:52Z
thesis.degree.departmentEngineering & Computer Science
thesis.degree.disciplineMathematics
thesis.degree.grantorWest Texas A&M University
thesis.degree.levelMasters
thesis.degree.nameM. S.
dc.type.materialtext
dc.creator.orcid0000-0002-2124-6638


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