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A study of the efficacy of the flipp...

Quint, Christa Lee.

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A study of the efficacy of the flipped classroom model in a university mathematics class.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of the efficacy of the flipped classroom model in a university mathematics class./
作者:	Quint, Christa Lee.
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707108
ISBN:	9781321814705

A study of the efficacy of the flipped classroom model in a university mathematics class.
Quint, Christa Lee.

A study of the efficacy of the flipped classroom model in a university mathematics class. - 147 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

The flipped classroom is an emerging teaching practice in which teachers employ a variety of methods to offload direct instruction prior to class and use class time to engage students in active learning. Despite its rapid rise in popularity over the past five years, there are relatively few studies on the efficacy of the flipped classroom teaching model. Of these studies, few use control groups to measure changes is student learning and even fewer use iterative analysis to determine the impact that successive implementation has on the efficacy of the flipped classroom model. This study addresses this gap by measuring the efficacy of a flipped classroom against a traditionally-taught class in two successive semesters. Results showed that the flipped classroom teaching method increased student learning during the second semester of the study. It also found that successive implementation of the flipped classroom was more effective at producing gains in measures of student learning outcomes than a class taught traditionally. Finally, the findings from this study were used to develop recommendations for educators interested in implementing the flipped classroom teaching model.

ISBN: 9781321814705Subjects--Topical Terms:

641129
Mathematics education.

A study of the efficacy of the flipped classroom model in a university mathematics class.
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520 $a The flipped classroom is an emerging teaching practice in which teachers employ a variety of methods to offload direct instruction prior to class and use class time to engage students in active learning. Despite its rapid rise in popularity over the past five years, there are relatively few studies on the efficacy of the flipped classroom teaching model. Of these studies, few use control groups to measure changes is student learning and even fewer use iterative analysis to determine the impact that successive implementation has on the efficacy of the flipped classroom model. This study addresses this gap by measuring the efficacy of a flipped classroom against a traditionally-taught class in two successive semesters. Results showed that the flipped classroom teaching method increased student learning during the second semester of the study. It also found that successive implementation of the flipped classroom was more effective at producing gains in measures of student learning outcomes than a class taught traditionally. Finally, the findings from this study were used to develop recommendations for educators interested in implementing the flipped classroom teaching model.
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