Flipped Classroom Observation

ntroduction After carefully examining research of a flipped classroom and the different learning strategies that can be utilized in the classroom, it appears that by incorporating collaborative learning, cooperative learning, problem based learning, and active learning, student attitudes and grades will be positively impacted. This chapter presents a description of the participants in this study as well as the context in which the study takes place. It will also include the methods of data collection which will include qualitative, quantitative, and inquiry data. Observations of student behavior, analyzing student artifacts such as grades, and pre- and post-surveys will help me determine if student attitudes and grades were positively impacted. Finally a description of how the data will be analyzed and what the findings may implicate is also presented.

Research Question

The research question for my study once again is, will flipping the classroom impact student attitudes and grades in a positive manner?

Research Hypothesis

My original hypothesis stated, students learn better in a flipped classroom compared to a traditional classroom. The negated hypothesis now states, students do not learn better in a flipped

During the eight week period, I will be collecting observational data as well as formative and summative assessment results. Observations will be made on a daily basis then recorded onto a table to address the different student behaviors. These behaviors include completion of assignments, completion of the required learning, on-task behavior, class discussion, and student questions. When formative or summative assessments are given, the scores from the current year will be compared to the scores from the previous year where a traditional teaching strategy was utilized. These results will help to show if student grades in a flipped classroom were impacted in a positive