Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors

Abstract

There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in "traditional" settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to extend existing flipped classroom research by assessing behavioral engagement in flipped and non-flipped settings using observational instruments in three precollege settings. Contrary to widely-reported results, this study found an increase in engagement in only one of the three observed settings. Analyses of the classroom contexts and teachers' actions in the three settings suggests that student engagement is not solely a function of instructional strategy (flipped versus non-flipped), but is also affected by student characteristics and teachers' skill and expectations.

Impacto del aula invertida en el proceso de enseñanza-aprendizaje sobre los mapas de Karnaugh

“…El aula invertida ha sido implementada en diversos cursos sobre la informática (Guy y Marquis, 2016;Tanner y Scott, 2015), el inglés (Yang, 2017) y las matemáticas (Hodgson et al, 2017) con el propósito de ofrecer otras alternativas para planear, organizar y realizar el proceso de enseñanza-aprendizaje. En el curso Sistemas de información, el estudiantado de la Universidad Tennessee State consultó diversas lecturas digitales y podcasts antes de asistir a la sesión presencial y realizaron foros de discusión, evaluaciones en línea y ejercicios de forma colaborativa en el salón de clases (Guy y Marquis, 2016).…”

“…En los cursos de inglés, el aula invertida permite la construcción de espacios virtuales educativos que promueven la creatividad y el rol activo del estudiantado (Yang, 2017). De hecho, este modelo pedagógico mejoró también las condiciones de enseñanza-aprendizaje sobre las matemáticas recurriendo al uso de videos antes de las sesiones presenciales y el trabajo colaborativo durante la resolución de los ejercicios en el salón de clases (Hodgson et al, 2017).…”

A Pilot Study on the Effect of the Flipped Classroom Model on Pre-Calculus Performance

“…Likewise, DeSantis et al (2015) found no significant difference in student understanding when comparing pre-and posttest scores between students in flipped and traditional settings. In addition, while examining student engagement in a flipped setting, Hodgson et al (2017) examined three high school algebra classes taught under the lecture model for one unit and under the flipped model for a subsequent unit. They placed multiple observers in the classrooms to look for predetermined on-task behaviors and found that only one of the three flipped classes showed a noticeable improvement in student engagement whereas the other two did not (Hodgson et al, 2017).…”

“…Several studies find the flipped model improves student performance (Balaban et al, 2016;Nielsen et al, 2018;Van Sickle, 2016;Wilson, 2013) and perceptions (Buch & Warren, 2017;Wilson, 2013). Yet others find that flipping the classroom has no effect on student performance or engagement (Clark, 2015;Hodgson et al, 2017), and it results in less favorable perceptions (Jaster, 2017;Van Sickle, 2016). However, there is a dearth of research on the impact of the flipped model in an American high school math setting.…”

“…Although more educators are using the flipped model of instruction in their practices, there is a lack of research on the method's impact in certain contexts. Specifically, there are few published studies on the effects of the flipped model in American high school math classes, and even fewer that analyze actual student performance (e.g., Clark, 2015;Hodgson et al, 2017). Yang et al (in press), in their systematic review of the flipped classroom, point to several studies on the model, but a large majority of these studies were either qualitative, international, at the university level, or not in a strictly mathematics setting.…”