Is the flipped instructional model worth it?

Caroline Johnson Caswell

Abstract


Teachers are looking for ways to integrate technology into their instruction. The flipped classroom model is one such approach. This study looks at two sections of a "traditional" classroom and two sections of a "flipped" classroom for an entire semester. The student population were preservice elementary education majors taking a mathematics course. There did not appear to be any statistically significant results of one method over the other on the teacher candidates final exam or semester grades. Furthermore, student evaluations did not yield positive results of the instructor's effectiveness or helpfulness. Finally, students were less than thrilled with the flipped model in general. There may be more effective ways to integrate technology in the classroom. 


Keywords


Mathematics, flipped classroom

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ISSN 2163-3177

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