| This research compares two flipped classrooms and two traditional classrooms in fifth-grade. The teacher in the flipped classrooms created learning videos for students to view at home. Students reviewed the videos at home to prepare them for the next day. Students returned to school to complete homework and projects. In the traditional classroom, students received their instruction via lectures. Students then practiced with the learning content by completing homework outside of the classroom. The researcher utilized a mixed-methods research design. Quantitatively, the study investigated student achievement and homework completion rates between the students in the flipped classrooms and those students in the traditional classrooms. The findings indicated student achievement did not improve with a flipped learning model. Also, traditional students had a higher homework completion rate versus the students in the flipped classrooms. In addition, the researcher collected qualitative data from the teacher, students, and parents regarding the efficacy of the flipped classroom. Students, parents, and the teacher reported the flipped classrooms actively engaged students more in a flipped classroom versus a traditional classroom. Students acknowledged the flipped classroom provided more time with the teacher to ask for help, provided challenging work, and allowed students the ability to work at their own pace. The negative impact of a flipped classroom included an array of technological issues that occurred at home. Also, it was noted that students who are not self-motivated and responsible for their own learning are more likely to struggle in a flipped classroom. |
