Is Flipping Middle School Algebra for a Full Semester Really Worth It?
Charlie LaLonde, Western Middle School, United States ; Marlena Bravender, Saginaw Valley State University, United States
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
With a focus on STEM education, a number of teachers are working to deliver content in ways that achieve more motivated students and higher test scores. Using a flipped model in algebra education has been attempted, but not often. The flipped model asks students to watch short video lessons for homework and work on traditional assignments in class when their teacher and peers are available to assist when questions arise. Using the flipped model eliminates the need for time consuming lecture and frees up class time for practice and activities that students enjoy. For this study the teacher flipped instruction in three honors Algebra classes for one unit and measured student achievement, motivation and perceptions. The study showed that students were academically successful both in terms of growth and comparing scores to pervious years where the flipped model was not used. They were motivated to do their work and they turned in assignments and participated in classroom activities.
LaLonde, C. & Bravender, M. (2015). Is Flipping Middle School Algebra for a Full Semester Really Worth It?. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 951-955). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)