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The Effects of the Flipped Classroom...

Heredia, Kristin.

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The Effects of the Flipped Classroom Model on Student Academic Growth in Flipped and Traditional Community College Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of the Flipped Classroom Model on Student Academic Growth in Flipped and Traditional Community College Classrooms./
Author:	Heredia, Kristin.
Description:	114 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Contained By:	Dissertation Abstracts International78-01A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10154492
ISBN:	9781369095852

The Effects of the Flipped Classroom Model on Student Academic Growth in Flipped and Traditional Community College Classrooms.
Heredia, Kristin.

The Effects of the Flipped Classroom Model on Student Academic Growth in Flipped and Traditional Community College Classrooms. - 114 p.

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ed.D.)--Aurora University, 2015.

In the past decade, technology has become an integral part of the modern-day classroom on a daily basis. Technology has initiated schools to start new programs and new classroom models to educate these technically advanced students. Technology is a large component of education and the continued development of various software programs, hardware components, and outlets will allow educators to continually redevelop the pedagogies of their classroom settings. For this reason, it will be imperative for instructors to assess the confidence, self-efficacy, attitudes, and gender differences of their students toward the use of technologies in the educational setting. The purpose of this group comparison study was to identify the key factors that relate to achievement in the flipped classroom model. The researcher examined key factors that relate to academic growth in the flipped classroom model. The factors that were analyzed were student growth in a flipped classroom model, level of student self-efficacy toward technology, major course of study, and gender differences of technology self-efficacy in the flipped classroom model versus the traditional classroom model. The significance of the study is to investigate and provide understanding to educators and administrators on how technology self-efficacy and gender affect how undergraduate science students academically perform in a flipped classroom model versus a traditional classroom model. When analyzing the relationship between personal and environmental variables, there were not any independent variables examined that were found to have a statistically significant connection to the academic growth among students in science courses. Gender, major course of study, and technology self-efficacy were not statistically significantly correlated to student academic growth. The results of this study indicated that none of the variables analyzed were shown to be statistically significant in increasing student academic growth in the flipped classroom or the traditional classroom.

ISBN: 9781369095852Subjects--Topical Terms:

641065
Higher education.

The Effects of the Flipped Classroom Model on Student Academic Growth in Flipped and Traditional Community College Classrooms.
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245 1 4 $a The Effects of the Flipped Classroom Model on Student Academic Growth in Flipped and Traditional Community College Classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
500 $a Adviser: Jay Thomas.
502 $a Thesis (Ed.D.)--Aurora University, 2015.
520 $a In the past decade, technology has become an integral part of the modern-day classroom on a daily basis. Technology has initiated schools to start new programs and new classroom models to educate these technically advanced students. Technology is a large component of education and the continued development of various software programs, hardware components, and outlets will allow educators to continually redevelop the pedagogies of their classroom settings. For this reason, it will be imperative for instructors to assess the confidence, self-efficacy, attitudes, and gender differences of their students toward the use of technologies in the educational setting. The purpose of this group comparison study was to identify the key factors that relate to achievement in the flipped classroom model. The researcher examined key factors that relate to academic growth in the flipped classroom model. The factors that were analyzed were student growth in a flipped classroom model, level of student self-efficacy toward technology, major course of study, and gender differences of technology self-efficacy in the flipped classroom model versus the traditional classroom model. The significance of the study is to investigate and provide understanding to educators and administrators on how technology self-efficacy and gender affect how undergraduate science students academically perform in a flipped classroom model versus a traditional classroom model. When analyzing the relationship between personal and environmental variables, there were not any independent variables examined that were found to have a statistically significant connection to the academic growth among students in science courses. Gender, major course of study, and technology self-efficacy were not statistically significantly correlated to student academic growth. The results of this study indicated that none of the variables analyzed were shown to be statistically significant in increasing student academic growth in the flipped classroom or the traditional classroom.
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