Topic for research: Flipped classroom, station rotation, and student’s math growth
Purpose: To see what the effect of a flipped classroom with station will have on students’ math growth. Will it give more time for teachers to spend with students in a smaller group setting and/or individual time? Will students be more successful in this type of setting? Will student learn from having a station where they are able to perform e-learning?
Action Research Question: What is the effect of a flipped classroom with station rotation on the student’s’ growth in math class?
Qualitative, Quantitative or Mixed: My research will consist of mixed-methods.
Data to be collected: I will be looking at students’ grades, district assessments, and STAAR performance which is numerical data (quantitative) and I will also be asking students how they see their own growth by surveying them.
Type of measurement instruments to be used: Surveys, informal assessments, grades, district assessments, and STAAR performance.
The focus of literature review: With the type of research I am conducting, I will need different literature for my paper. Technology is a broad topic so I will need multiple subtopics to better perform my research. Since I am asking students to view videos at home instead of learning a skill in school in a flipped classroom environment, I will need resources similar to Clark’s (2010) research on flipped classroom. So that would be one of my subtopics: Flipped Classroom. Another subtopic that I will go over would be, Online Tutorials. Under this subtopic, I will have resources such as Sargent, Borthick & Lederberg’s (2011) and Mariano’s (2014) paper. Resources like these will help support my research. Lastly, my other subtopic will be, Integrating Technology. I will need resources just for integrating technology in the classroom. I will also need to find literature on individualized learning, e-learning, such as using a program like Think Through Math, and on small group instruction.
Bolliger, D. U., & Supanakorn, S. (2011). Learning styles and student perceptions of the use of interactive online tutorials. British Journal Of Educational Technology, 42(3), 470-481. doi:10.1111/j.1467-8535.2009.01037.x
Clark, K. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12, 91-115. Retrieved from http://eric.ed.gov/?q=flipped classrooms&pr=on&ft=on&id=EJ1051042
Edwards, S., & Bone, J. (2012). Integrating peer assisted learning and eLearning: Using innovative pedagogies to support learning and teaching in higher education settings. Australian Journal of Teacher Education, 37(5), 1-13. Retrieved from http://eric.ed.gov/?q=elementary students and tutorials&pr=on&ft=on&id=EJ982405
Mariano, G. (2014). Breaking it down: Knowledge transfer in a multimedia learning environment. International Journal of Teaching and Learning in Higher Education, 26(1), 1-11. Retrieved from http://eric.ed.gov/?q=tutorials&pr=on&ft=on&id=EJ1043012
Sargent, C.S., Borthick, A. F., & Lederberg, A. R. (2011). Improving retention for principles of accounting students: Ultra-short online tutorials for motivating effort and improving performance. Issues In Accounting Edication. 26(4),657-679. doi: 10.2308/iace-5001