東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An investigation of the flipped clas...

Sharpe, Erin Humphrey.

FindBook

Google Book

Amazon

博客來

An investigation of the flipped classroom in algebra two with trigonometry classes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An investigation of the flipped classroom in algebra two with trigonometry classes./
作者:	Sharpe, Erin Humphrey.
面頁冊數:	97 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10245921
ISBN:	9781369406665

An investigation of the flipped classroom in algebra two with trigonometry classes.
Sharpe, Erin Humphrey.

An investigation of the flipped classroom in algebra two with trigonometry classes. - 97 p.

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)--Regent University, 2016.

The flipped classroom is a growing phenomenon in teaching methodology in which teachers assign students to watch video lectures prior to coming to class. During class time, students collaborate with other students and their teacher on assignments that were previously considered homework. The purpose of this study was to (a) discover if there is a difference in student achievement between classes taught in the flipped classroom method and the traditional method of teaching and (b) determine if there is a difference between students' preferred learning style and their achievement in a flipped classroom. This study took place at a public high school in the mideastern part of the United States and encompassed four Algebra Two with Trigonometry classes for a total of 113 students. At the beginning of the study, students took the VARK Questionnaire to identify their preferred learning style (i.e., visual, aural, read/write, and kinesthetic). Two of the four classes participated in a regular-style classroom, the remaining two participated in a flipped learning classroom. At the end of the study, all students took the same textbook publisher-created postassessment. A two-way analysis of variance was completed to investigate the difference between the achievement in the flipped classroom and the traditional classroom and the difference between learning styles and achievement in a flipped classroom. Quantitative data showed that the mean of the end-of-unit publisher-created assessment score in the traditionally taught class (M = 87.77) was slightly higher than the flipped method classroom (M = 85.5), but it was not a statistically significant difference in the difference in an end-of-unit publisher-created assessment in a flipped versus a traditional high school Algebra Two with Trigonometry classroom. The study also showed no statistically significant difference between learning style and student achievement. When students were given the opportunity to comment on the flipped classroom, the majority (73.08%) of students who responded preferred being taught in the traditional method. The implication is that, while the flipped classroom is a viable alternative option to the traditional way of teaching, it does not seem to necessarily be a better method of teaching.

ISBN: 9781369406665Subjects--Topical Terms:

641129
Mathematics education.

An investigation of the flipped classroom in algebra two with trigonometry classes.
LDR:03166nmm a2200277 4500 001 2115485
005 20170313072706.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369406665
035 $a (MiAaPQ)AAI10245921
035 $a AAI10245921
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sharpe, Erin Humphrey. $3 3277135
245 1 3 $a An investigation of the flipped classroom in algebra two with trigonometry classes.
300 $a 97 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: Glenn Koonce.
502 $a Thesis (Ed.D.)--Regent University, 2016.
520 $a The flipped classroom is a growing phenomenon in teaching methodology in which teachers assign students to watch video lectures prior to coming to class. During class time, students collaborate with other students and their teacher on assignments that were previously considered homework. The purpose of this study was to (a) discover if there is a difference in student achievement between classes taught in the flipped classroom method and the traditional method of teaching and (b) determine if there is a difference between students' preferred learning style and their achievement in a flipped classroom. This study took place at a public high school in the mideastern part of the United States and encompassed four Algebra Two with Trigonometry classes for a total of 113 students. At the beginning of the study, students took the VARK Questionnaire to identify their preferred learning style (i.e., visual, aural, read/write, and kinesthetic). Two of the four classes participated in a regular-style classroom, the remaining two participated in a flipped learning classroom. At the end of the study, all students took the same textbook publisher-created postassessment. A two-way analysis of variance was completed to investigate the difference between the achievement in the flipped classroom and the traditional classroom and the difference between learning styles and achievement in a flipped classroom. Quantitative data showed that the mean of the end-of-unit publisher-created assessment score in the traditionally taught class (M = 87.77) was slightly higher than the flipped method classroom (M = 85.5), but it was not a statistically significant difference in the difference in an end-of-unit publisher-created assessment in a flipped versus a traditional high school Algebra Two with Trigonometry classroom. The study also showed no statistically significant difference between learning style and student achievement. When students were given the opportunity to comment on the flipped classroom, the majority (73.08%) of students who responded preferred being taught in the traditional method. The implication is that, while the flipped classroom is a viable alternative option to the traditional way of teaching, it does not seem to necessarily be a better method of teaching.
590 $a School code: 1058.
650 4 $a Mathematics education. $3 641129
650 4 $a Secondary education. $3 2122779
690 $a 0280
690 $a 0533
710 2 $a Regent University. $b Education. $3 3277136
773 0 $t Dissertation Abstracts International $g 78-06A(E).
790 $a 1058
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10245921