Running head: EFFECTS OF A FLIPPED CLASSROOM

Effects of a Flipped Classroom on Mathematics Success Diane Angelini University of New England EDU 690 Action Research April 9, 2014

EFFECTS OF A FLIPPED CLASSROOM Table of Contents

Introduction Rationale and Problem Statement Primary Research Questions Hypothesis Review of Literature Flipped versus Traditional Instruction Flipped Instruction and Engagement Flipped Instruction and Achievement Opportunities Challenges and Limitations Summary Methodology Research Design Data Collection Plan Data Analysis Plan Sample Selection Summary Action Plan & Timeline References Appendices

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EFFECTS OF A FLIPPED CLASSROOM Introduction Rationale and Problem Statement

As a high school math teacher, it is a goal to prepare all students with the critical thinking and problem solving skills necessary to compete globally in a 21st century workplace. Therefore, it is surprising that only 32 percent of incoming students enrolled in the Community College System of New Hampshire (CCSNH) during the 2011 2012 school year received a passing score on the math ACCUPLACER exam and were eligible to take college level math courses (Condon, 2011). Considering the data that 68 percent of community college students are required to take remedial math courses for no degree credit (Condon, 2011), a significant opportunity exists for high school math teachers in the State of New Hampshire. One of the contributing factors to students not having the necessary mathematical skills for college and career readiness is existing negative mental models and anxiety towards the subject of math (Senge, 2012). To improve this situation and strengthen the mathematics skills of high school students, this action research will explore implementing a flipped classroom to improve students confidence and performance in math by providing added class time for collaboration with peers to master problem solving strategies. The idea behind the flipped classroom is that students learn lessons at home through on-line video tutorials and then work on homework problems and hands-on activities in class with the help of their teacher and classmates (Evans, 2011). In Clintondale, Michigan Community schools, utilizing a flipped classroom has resulted in the failure rate among freshman math students dropping from 44 percent to 13 percent and juniors taking state math exams improving their scores by 10 percent in one years time (Finkel, 2012). In addition, the Byron School District near Rochester, Minnesota over a two year period has seen

EFFECTS OF A FLIPPED CLASSROOM geometry, algebra, calculus and pre-calculus proficiencies rise an average of 11 percent and failure rates decrease from 13 percent to 6 percent with the adoption of a flipped classroom (Fulton, 2012). Primary Research Questions This study will explore whether incorporating a flipped classroom in math courses at Campbell High School in Litchfield, New Hampshire will serve as a motivator for students to

make connections to mathematical concepts and improve outcomes that would not be possible in a traditional classroom setting. More specifically, this research will answer the question of

whether changing the way in which teachers teach and the way students learn will result in an increased percentage of high school students successfully completing 4 years of math and an increased percentage of students passing the ACCUPLACER exam. Hypothesis It is hypothesized that if a flipped classroom is implemented in mathematics classrooms, learners will experience success and improved confidence in math resulting in the percentage of Campbell High School students successfully completing 4 years of math reaching 90 percent by the spring of 2016 and the percentage passing the ACCUPLACER exam increasing 15 percent by the spring of 2017. Review of Literature There are many factors that need to be carefully considered before an educator makes the decision to change the way they teach and the way in which students learn. Therefore, relevant and recent literature was reviewed on flipped learning in high school mathematics classrooms to evaluate the opportunities and challenges of utilizing this method compared to a traditional

EFFECTS OF A FLIPPED CLASSROOM approach for instruction. This analysis will inform the hypothesis that implementing a flipped classroom will increase the percentage of students at Campbell High School passing the

ACCUPLACER exam and improve the percentage of students who successfully complete 4 years of high school mathematics. Flipped versus Traditional Instruction The premise of a flipped classroom is based on students watching the traditional teaching lecture at home and working on homework problems in class (Kronholz, 2012 Student have the option of viewing the video ahead of time if they will be busy or can watch multiple times if they choose (Bergmann & Sams, 2012). In addition, students can pause and rewind and do not have to worry or feel embarrassed about interrupting a teachers lecture to ask questions (Finkel, 2012). Absences and snow days will no longer impact the learning schedule as students can view the lessons at home at their own pace. Parents can also share in the learning by watching the videos and discussing them with their children (Bergmann & Sams, 2012). In this model, the teacher is no longer the sage on the stage, but is the guide on the side (Evans, 2011, p. 3). Flipped Instruction and Engagement One of the reasons flipped learning is trending is because access outside of school is so prevalent (Finkel, 2012, p. 32). According to Sal Khan as cited by Maxwell (2012), teachers have more time in class to help those students who really need it and are able to connect more with students individually. Also, students are able work at their own pace in class and increase their problem solving skills through collaboration with their peers. Traditionally, when the lecture is given as part of the class, there are always students who feel they can tune out and not pay attention or behave negatively which can impact their classmates learning. However,

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according to Bergmann and Sams (2012), many of the discipline problems were eliminated when the classroom was flipped because each student in the class became an active learner. In addition, this approach provides students with opportunities to make their own videos using their phones and digital cameras and upload them for teachers, classmates and parents to view. As a result, students are catching their errors more quickly as they think and talk aloud while producing their video. These students enjoy using the technology to help them learn (Anonymous, 2012). Choice is important for student engagement (Quillen, 2011, p. 2). Since many students feel insecure regarding their math ability, the feeling of being in charge and controlling their learning is a motivating factor (Quillen, 2011). Learners feel safer when working in the flipped classroom because they can move ahead at their own pace and self-evaluate their progress. Moreover, the flipped classroom is invaluable for students who are unable to get help with homework at home or have other family responsibilities which prevent them from getting their homework done (Finkel, 2012). Instead of students working at home alone on homework and giving up because they are frustrated, they can now work on these problems in class with the help and support of their classmates and teacher (Evans, 2011). Flipped Instruction and Achievement In Byron School District in Rochester, Minnesota, data on student achievement acknowledges that flipping the classroom is showing significant increases in student learning and achievement compared to data on the same courses taught traditionally (Fulton, 2012; Fulton, 2013). During 2010 2012, Byrons proficiencies in Algebra, Pre-Calculus and Calculus classes increased an average of 7 percent; failure rates in Geometry decreased 7 percent and 94.5

EFFECTS OF A FLIPPED CLASSROOM percent of seniors had successfully completed 4 or more years of math (Fulton, 2012). In a

survey of 453 teachers who had utilized a flipped classroom, 67 percent reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs (Goodwin & Miller, 2013, p. 1). During the 2010 2011 school year, test results at Los Altos, California schools realized an increase of 18 percent of remedial algebra students who used Khan Academy as a resource in flipped classroom instruction scoring proficient or advanced on the California Standards Test (Kronholz, 2012. Since the results of the flipped classes were so promising compared to the traditional classes, all 9th grade algebra classes now utilize Khan Academy in a flipped approach (Kronholz, 2011). In Clintondale, Michigan Community schools, utilizing a flipped classroom has resulted in the failure rate among freshman math students decreasing 31 percent and juniors taking state math exams improving their scores by 10 percent in a one year period (Finkel, 2012). Opportunities Surveys of students, parents and teachers indicate that most prefer the flipped classroom for instruction over the traditional approach (Fulton, 2012). Students have increased interest and engagement in taking higher level math courses. Parents feel that their children have an improved attitude and a reduced fear towards math because they are experiencing success using this instructional approach (Finkel, 2012; Fulton, 2012). Teachers have witnessed improved student attitudes and 99 percent indicate that they would flip their classroom again in the following school year (Goodwin & Miller, 2013). Utilizing the flipped classroom approach allows teachers the opportunity to engage their students in exploring relationships and connections in mathematics courses which cannot be

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duplicated by a page of homework problems (Quillen, 2011). Since the lecture is recorded for students to watch on-line, the flipped classroom offers differentiated instruction for students and greatly increases teachers ability to differentiate instruction (Finkel, 2012; Fulton, 2012). Also this model, frees teachers to focus class meetings on discussions to reinforce understanding and hands-on activities for practice in application (McNulty, 2013, p. 41). Furthermore, students are working on important post-secondary and career skills such as goal setting, self-confidence and teamwork (Kronholz, 2012). Through the flipped classroom, students have greater responsibility for their learning and practice self-motivation and time management which are important skills in college and career (McNulty, 2013). Challenges and Limitations Since this model requires students to watch video lectures, working technology must be available at home when needed and all students must have access to technology (Miller, 2012). For those students who do not have access to technology at home to access the on-line lessons, creative solutions must be available such as downloading lessons to CDs, flash drives and computer availability at school (Fulton, 2012). Not only could students encounter difficulties because of the technology, but teachers could also face challenges in developing on-line lectures. If the technology is not functioning properly, delays could result in uploading materials which could impact other colleagues who already have their own demands on the IT departments time (Evans, 2012). Since many educators still do not take full advantage of technology in their teaching (McNulty, 2013, p. 41), additional training must be provided for educators to acquire the necessary knowledge in creating and uploading videos and establishing on-line communities with parents and students (Finkel, 2012).

EFFECTS OF A FLIPPED CLASSROOM Along these lines, teachers who are comfortable with traditional methods may not be willing to give up their role of sage on stage and become more of a coach to students who are

working at various levels within the class (Finkel, 2012; Kronholz, 2012). In addition, for some students who have always struggled in math, it may not matter that the information is presented in a YouTube video or is able to be downloaded to their favorite electronic device. These students may still not be motivated to watch and take notes on the video lecture, especially if it is too long because it is still requires learning new concepts (Miller, 2012). Furthermore, students who often ask questions while being presented with a traditional lecture because they need clarification or are having difficulty processing the material may become frustrated if they are unable to interact with the teacher during the video and stop watching it (Miller, 2012). Summary The literature reviewed supports the hypothesis that implementing a flipped instructional approach should result in an improvement in ACCUPLACER test scores of Campbell High School students over time and an increase in the percentage of students successfully completing 4 years of high school math classes. However, while there are many benefits and opportunities of implementing a flipped classroom instructional approach, the literature also discusses several challenges which will need to be addressed as data is collected and analyzed during the action research process. Methodology A significant opportunity exists for high school math teachers in the State of New Hampshire to better prepare students for post-secondary education. This research will answer the questions of whether implementing a flipped instructional approach will increase the

EFFECTS OF A FLIPPED CLASSROOM percentage of high school students successfully completing 4 years of math and achieving a

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passing score on the ACCUPLACER exam. To ensure validity, reliability and the quality of research results, the primary instrument for data analysis will be the ACCUPLACER exam which has been developed by CollegeBoard and is used by over 1300 community colleges, 4 year colleges, technical schools and high schools. This exam consistently measures mathematical skills and evaluates student preparedness for college level courses. It is hypothesized that if a flipped classroom is implemented in mathematics classrooms, learners will experience success and improved confidence in math. As a result, it is anticipated that the percentage of Campbell High School students successfully completing 4 years of math will reach 90% by the spring of 2016 and the percentage passing the ACCUPLACER exam will increase 15% by the spring of 2017. Research Design To address the problem of a significant percentage of high school students not having the necessary mathematical skills for success in post-secondary education and the workplace, a flipped classroom model will be implemented in Algebra 2 classes at Campbell High School. This research will be designed as a multiple-group comparative study of four classes of Algebra 2 students during the 2014 2015 school year (Mills, 2014). Two of the four classes will receive instruction using a flipped approach while the remaining two will receive traditional lecture based instruction. Prior to the intervention, Algebra 2 teachers will meet and develop common curriculum and assessments for all four classes to use throughout the school year. In addition, regular meetings will be held throughout the year for debriefing and feedback. This action research will utilize a mixed methods design of both qualitative and quantitative data sources (Mills, 2014).

EFFECTS OF A FLIPPED CLASSROOM Data Collection Plan

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Multiple sources of data will be used to increase the validity and reliability of the action research. The fact that 68 percent of New Hampshire high school students do not pass the ACCUPLACER exam indicates a problem of students not being prepared for college level math courses (Condon, 2012). Initially, quantitative data from the guidance department will be accessed to provide a baseline dataset of the percentage of seniors who have earned 4 math credits when the requirement for graduation is 3 credits. At the end of each school year, statistics on math credits earned by graduates will be added to the baseline dataset to analyze trends over time. In addition, the ACCUPLACER exam will be administered to students in all Algebra 2 classes at the beginning of the 2014 2015 school year to acquire a baseline dataset of scores and averages. These students will be given the exam again at the end of the year to determine the percent of increase and measure the effectiveness of the flipped classroom intervention compared with traditional instruction. Furthermore, cumulative common assessments will be administered monthly throughout the school year to chart the academic progress of students who are receiving flipped instruction compared to those in traditional Algebra 2 classes. In all four classes, these assessments will be graded using a standard rubric to ensure validity and reliability. To supplement this information, qualitative and quantitative data will be collected prior to the flipped intervention by conducting the Student Survey (Appendix A) to determine students learning styles and existing mental models towards math by using an attitude scale and open-ended responses (Mills, 2014; Senge, Cambron-McCabe, Lucas, Smith, Dutton & Kleiner, 2012). In addition, responses will include learners views on homework and their feelings regarding the use of technology for learning. Likewise, students will complete the Student

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Survey (Post-Flipped) (Appendix B) at the end of the year. This tool will provide feedback on students perceptions of learning, confidence level and attitude towards math as a result of participating in a flipped classroom model. Additionally, data will be collected on aspects of the flipped classroom that students liked and disliked. To address each of the research questions, a summary of data sources is provided in Table 1. Table 1 Data Collection Matrix Research Questions Will flipped instruction increase the percentage of students who pass the ACCUPLACER math exam? Will flipped instruction increase the percentage of students who enroll in 4 years of math classes in high school? Source 1 ACCUPLACER exam results (baseline and postflipped). Source 2 Common Summative Assessment results for each unit. Common Summative Assessment results for each unit. Source 3 Student Source 3 3 Survey (preflipped). Source 4 Student and 4 Teacher Surveys (postflipped). Student and Teacher surveys (postflipped).

Guidance department enrollment and transcript data (baseline and postflipped).

Teacher Survey (preflipped).

If this intervention is successful in Algebra 2 classes, the action research will expand to include Geometry and Algebra 1 classes in subsequent years. Since the results of this research have the potential to be applied to additional math classes at the high school, teacher surveys to collect both quantitative and qualitative data will be administered. These surveys will use a Likert ratings scale to collect quantitative data and will include open-ended questions to gather qualitative data (Mills, 2014). Teacher Survey (Appendix C) will gather data on teachers feelings regarding technology use, systems thinking, student centered learning and traditional

EFFECTS OF A FLIPPED CLASSROOM classroom practices (Senge et al., 2012). This survey will also gather qualitative data on educators perceptions of potential benefits and challenges of using a flipped approach. After piloting the flipped model, the Teacher Survey (Post Flipped) (Appendix D) will assess the interventions effectiveness from the teachers point of view. In particular, teachers will comment on whether students learning increased and whether their confidence and attitude

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towards math improved as a result of flipped instruction. Also, teachers will be asked to report any problems they experienced with the technology and whether or not they would flip their classroom again the following year. Data Analysis Plan Data will be organized, analyzed and presented using tabular and visual formats to provide a differentiated presentation for school staff and stakeholders. These results will include statistics for students who receive flipped instruction intervention and for those who receive traditional instruction. To address ethical concerns and protect the anonymity of students during surveys and the confidentiality of their test scores, data will be coded by assigning each student a letter and a number based on which class they are in. Since teachers and school administrators have a legitimate educational interest in the results of this research, it will be possible to analyze test score data without parental permission (Mills, 2014). To add to the credibility of the research results and determine patterns more easily, multiple assessment measures will be used to ensure triangulation (Mills, 2014). ACCUPLACER exam score results will be recorded at the beginning and end of the year and presented in an Excel spreadsheet to facilitate the calculation of measures of central tendency (mean, median and mode) and variability (standard deviation) (Mills, 2014). In

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addition, the ACCUPLACER score results will be displayed using bar graphs to facilitate the review and analysis of individual students progress. The scores of cumulative common assessments in the Algebra 2 classes will also be compared for students receiving flipped instruction and traditional instruction. The analysis of this performance data will determine if students receiving flipped instruction have higher retention of mathematics skills and mastery of concepts. This data will be recorded in the webbased gradebook entitled GradeQuick at www.edline.net which is a secure grading and student information system utilized by teachers at Campbell High School. This information system provides several types of reporting formats to display and analyze data while maintaining the privacy of individual students. Attitude scales with point values of 1 through 5 will be utilized in the Student Survey (Appendix A) and the Student Survey (Post Flipped) (Appendix B) to measure students perceptions, beliefs and feelings towards math (Mills, 2014). Since a higher point value equates to a more positive response, this data is both quantitative and descriptive based on the wording of the questions (Mills, 2014). The results will be displayed using a bar graph containing pre and post flipped ratings for each of the questions and individual students responses. In addition, a column for the class numerical average on each question will be included. Likert scales will be used to measure teachers feelings and attitudes towards using the flipped instructional approach in the Teacher Survey (Appendix C) and the Teacher Survey (Post-Flipped) (Appendix D) (Mills, 2014). Since a higher point value will be assigned to a positive prompt for each question in both surveys, the higher the total score for each survey the more receptive teachers will be to using this intervention. In both of these surveys, data will be

EFFECTS OF A FLIPPED CLASSROOM displayed in tabular form and as a bar graph to provide different perspectives and create the maximum impact when presented to stakeholders. The total number of respondents will be identified along with the average rating for each question to indicate teachers attitudes and willingness to adopt the flipped instructional approach.

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Circle graphs will display summaries of qualitative student and teacher survey responses utilizing relative frequencies. In the Student Survey (Appendix A) which is given prior to the intervention, the graph will summarize students responses regarding how they best learn math. Likewise, in the Student Survey (Post-Flipped) (Appendix B) responses on characteristics of the flipped model which students liked and disliked will be shown. Finally, responses of teachers regarding the benefits and challenges of a flipped classroom in both the Teacher Survey (Appendix C) and the Teacher Survey (Post-Flipped) (Appendix D) will be displayed for comparison purposes. Sample Selection The sample population in this study will consist of approximately 100 sophomore and junior students at Campbell High School who will be enrolled in four Algebra 2 classes during the 2014 2015 school year. Since the ACCUPLACER exam covers material in algebra and geometry, these students have been selected to participate since they are qualified to take this exam. Learners in these classes will also be considering post-secondary education plans and may be unsure of whether they should enroll in a math class during their senior year. By conducting this research with these students, a significant opportunity exists to increase their confidence and improve their outcomes in mathematics.

EFFECTS OF A FLIPPED CLASSROOM Summary

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Throughout the presentation of the methods utilized to conduct this study, the goal of the action research remains that the outcomes must benefit students. The strength of the research is based on triangulation which includes the use of both qualitative and quantitative data to increase the reliability of the study (Mills, 2014). In addition, the research has been designed with the appropriate data collection tools and use of the ACCUPLACER exam to ensure validity and measure what is intended. Furthermore, the results of the data analysis will inform best practices to increase student learning. The information acquired during the action research process has the potential to be generalizable and applied to other classes, schools and districts (Mills, 2014). Considering that teachers and administrators have an educational interest in this classroom research and applying it to a larger population of students, ethical concerns will be addressed throughout the project. Specifically, the sample population of students in this study will not be exposed to risk; the confidentiality of their test scores will be maintained and survey results will be coded to protect their anonymity. In the course of the methodology process, continual reflection and analysis will help achieve accurate and sound conclusions regarding the hypothesis of this study. Action Plan and Timeline It is a goal to improve the confidence, critical thinking skills and conceptual understanding of students and to inspire in them a real enjoyment of learning mathematics. Furthermore, raising student achievement in mathematics is a priority at Campbell High School. Since the literature supports that flipped instruction in high school math classes has resulted in increased student achievement, the necessary steps will be taken to obtain approval from the

EFFECTS OF A FLIPPED CLASSROOM administration and gain support from teachers and staff to implement this initiative. It is believed that incorporating flipped instruction will provide additional problem solving and

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collaboration opportunities which will improve mastery and retention of mathematical concepts and increase standardized test scores. In addition, it is hoped that as students experience success in this environment, their engagement, confidence and attitude towards math will improve. As a result, they will be motivated to take a 4th year of math class their senior of high school and their scores on the ACCUPLACER exam will improve. In order to obtain local approval for this project, the following procedures will be initiated beginning in the spring of 2014: Verbal permission will be obtained from the principal at Campbell High School. Written permission from the local community colleges who administer and manage the ACCUPLACER will be received indicating the number of students who will be tested at no cost. The action research project will be presented to the School Board during a meeting where they will vote to approve or veto the recommended action. Contingent upon local approval, the action research will focus on four Algebra 2 classes at Campbell High School during the 2014 2015 school year. Of these four classes, two will receive flipped instruction and the remaining two will continue to receive traditional instruction. If positive outcomes result and students benefit from the flipped classroom, the recommended action will be to expand the research and include additional math classes during the 2015 2016 school year. After the findings of the research on flipped instruction are summarized, it is hoped that the data will show the following (Fulton, 2012):

EFFECTS OF A FLIPPED CLASSROOM Students being allowed to move at their own pace will help their mastery and retention of mathematical concepts.

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Differentiated instruction in the classroom will result in higher unit test scores and improved ACCUPLACER exam results.

With student achievement increasing, attitudes, engagement and confidence towards math will improve and motivate students to take a 4th math class during their senior year.

Teachers will gain better insights into student difficulties and learning styles.

To gather insights for further recommendations and action, the findings of this research will initially be shared with the administration to work through the approval and funding process. Also, meetings with the department head and colleagues in the math department followed by a faculty meeting with the high schools entire teaching staff will be held to discuss the implementation process. At these meetings, teachers will be surveyed to gauge their feelings towards flipped instruction and determine whether additional training will be required to increase teacher buy-in. Since running a flipped classroom requires up-to-date technology, on-going communication with the high schools IT department will be necessary. Involving all staff in Professional Learning Communities (PLCs) by department will facilitate sound decision making and determine whether this intervention can be applied to other disciplines in addition to math. Furthermore, regular meetings will be held with faculty over the course of the year for feedback and to address concerns. Communication with parents and students through syllabi, email and parent/teacher conferences will also provide much needed feedback on how well this model is working for their children. In addition, the benefits of using flipped instruction will be publicized so community members will fully understand the implications of this method of

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instruction. One of the best practices to use in a flipped classroom model is time for the students to reflect on what they have learned as a result of watching the videos (Miller, 2012). Since students are watching tutorials for homework, a formative assessment and reflection activity (either in writing or in a class discussion) will be scheduled for each lesson during class time. This will help evaluate the effectiveness of this model and make changes along the way if necessary. Once the initial research has proven to be a success, a timeline will be established to address responsibilities for implementing specific actions; monitoring and collecting of data; evaluating existing resources and developing the necessary resources to follow through with the flipped instruction intervention (Mills, 2014). During phase 1 of implementation, the following steps-to-action will be taken: The researcher will summarize the findings of the study, reflect on the action research process and make necessary changes to improve the process (May, 2015). The superintendent, principal and researcher will meet to work through the funding requirements and discuss short term and long term goals of the action (May, 2015). The mathematics department will meet to talk over the results of the research, address challenges facing teachers and acquire feedback. Furthermore, the plans for expanding the flipped classroom initiative to include all Algebra 2 classes will be discussed (June, 2015).

EFFECTS OF A FLIPPED CLASSROOM Algebra 2 teachers will be assigned the responsibility for adopting and implementing flipped curriculum and will complete the Teacher Survey (Appendix C) to determine their challenges and needs (June, 2015).

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The services of the IT department will be requested for a 1 workshop day over the summer to provide technical assistance to teachers in establishing flipped classroom resources (June, 2015).

Algebra 2 teachers will participate in a 2 day workshop over the summer to establish common curriculum and assessments and on-line teaching tutorials (July, 2015)

Teachers will administer the ACCUPLACER exam to all Algebra 2 classes to acquire baseline data and will collect data using Student Survey (Appendix A) (September, 2015).

Algebra 2 teachers will participate in on-going monitoring and data collection through analysis of the results of common unit assessments. They will meet monthly for debriefing and feedback (September, 2015 through June, 2016).

Teachers will administer the ACCUPLACER exam to all Algebra 2 classes to analyze the results and compare the scores from the beginning of the year. To acquire quantitative and qualitative data regarding students perceptions of flipped learning, the Student Survey (Post-flipped) (Appendix B) will be completed (May, 2016).

The guidance department will track the number of junior Algebra 2 students who choose to enroll in a math class during their senior year (June, 2016).

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Algebra 2 teachers will complete the Teacher Survey (Post-flipped) so data can be collected regarding their perceptions of using flipped instruction and their willingness to incorporate this model again the following school year (June, 2016).

If phase 1 of the implementation is successful and there is an increase in the percentage of students passing the ACCUPLACER exam and an increase in the number of junior students choosing to enroll in a math class their senior year, phase 2 of the action plan will be initiated using the same timeline as stated above. Phase 2 will expand the flipped classroom instruction to include six geometry classes of freshman and sophomore students during the 2016 2017 school year.

EFFECTS OF A FLIPPED CLASSROOM References

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Anonymous (2012, March). Youtube videos help students self-correct & learn more about math. Curriculum Review 51.7: 7. Retrieved from ProQuest Education Journals. Bergmann, J., & Sams, A. (2012, May). Flipping the classroom. Tech & learning, 32(10), 42-43. Retrieved from ProQuest Education Journals. Condon, B. (2012). CCSNH mathematics learning communities project. Retrieved from www.ccnh.edu/specproj.html. Evans, D. (2011, October). Turning lessons upside down: pedagogy. The Times Educational Supplement, 7(4). Retrieved from ProQuest Education Journals. Finkel, E. (2012, November). Flipping the script in K12. District Administration. 28 34. Retrieved from ERIC. Fulton, K. (2013, September). Byrons flipped classrooms. The Education Digest 79.1: 22 26. Retrieved from ProQuest Education Journals. Fulton, K. (2012, October). 10 reasons to flip. Phi delta kappan v94 n2: 20 24. Retrieved from ERIC. Goodwin, G. & Miller, K. (2013, March). Research says/ Evidence on flipped classrooms is still coming in. Educational Leadership 70.6: 78 80. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidenceon-Flipped-Classrooms-Is-Still-Coming-In.aspx. Kronholz, J. (2012, October). Math instruction goes viral: Can khan move the bell curve to the right? The Education Digest, 78.2: 23 30. Retrieved from ProQuest Education Journals.

EFFECTS OF A FLIPPED CLASSROOM Maxwell, L. (2012, March). Q & A. Education Week, 31(23), 18. Retrieved from ProQuest Education Journals.

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McNulty, R. (2013, January). Old flames and new beacons: The luminosity of online learning. Techniques: Connecting Education and Careers, 40 - 43. Retrieved from ERIC. Miller, A. (2012, February). Five best practices for the flipped classroom. Edutopia. Retrieved from http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller Mills, G. (2014). Action research: A guide for the teacher researcher (5th ed). Upper Saddle River, NJ: Pearson Education, Inc. Quillen, I. (2011, June). Math educators see the right angles for digital tools: Teachers use adaptive learning software, on-demand videos to customize learning. Education Week, 30.35: 4, 6. Retrieved from ProQuest Education Journals. Senge, P., Cambron-McCabe, N., Lucas, T., Smith B., Dutton, J. & Kleiner, A. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents and everyone who cares about education (Revised Ed.). New York: Crown Publishing Group.

EFFECTS OF A FLIPPED CLASSROOM Appendices Appendix A Student Survey Please respond to the following prompts regarding math by circling the number that applies. 1. I enjoy math. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

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2. I am good in math. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

3. I work with other students on math. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

4. I use technology to learn about math. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

5. The assigned homework is important to my math learning. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

6. I can solve homework problems on my own without the help of my teacher or parent. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

7. I care about what I learn in math because it well help me in my life. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

8. My math classes are preparing me for life after high school. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

List 3 things that would help you learn math better. 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________

EFFECTS OF A FLIPPED CLASSROOM Appendix B Student Survey (Post Flipped) Please respond to the following prompts regarding math by circling the number that applies. 1. I enjoy math. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

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2. I am good in math. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

3. I enjoy working with other students on math. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

4. I like watching instructional videos at home to learn about math. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

5. Doing homework in class has helped me become a better problem-solver. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

6. I have opportunities to ask for and receive help on problems I am working on in class. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

7. I care about what I learn in math because it well help me in my life. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

8. My math classes are preparing me for life after high school. 5 Always 4 Most of the time 3 - Sometimes 2 Once in a while 1 - Never

List 2 things that like about using a flipped classroom. 1.___________________________________________________________________ 2.___________________________________________________________________ List 2 things that you dislike about using a flipped classroom. 1.___________________________________________________________________ 2.___________________________________________________________________

EFFECTS OF A FLIPPED CLASSROOM Appendix C Teacher Survey Please respond to the following prompts regarding math by circling the number that applies. 1. I would like to spend less class time lecturing. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

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2. I would like additional class time to work on students depth of knowledge and problemsolving skills. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

3. I find it challenging to differentiate instruction for all my students. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

4. I would like to increase my use of technology to enhance instruction. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

5. I would feel more comfortable using technology if I had more training. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

6. I would like my students to have more opportunities to work collaboratively. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

7. I would like to use additional hands-on activities, labs and exploration in class. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

List 3 potential benefits of using a flipped instructional approach in your classes. 1.___________________________________________________________________ 2.___________________________________________________________________ 3.___________________________________________________________________ List 3 potential challenges of using a flipped instructional approach in your classes. 1.___________________________________________________________________ 2.___________________________________________________________________ 3.___________________________________________________________________

EFFECTS OF A FLIPPED CLASSROOM Appendix D Teacher Survey (Post Flipped)

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Please respond to the following prompts by circling the number that applies regarding the results of using a flipped classroom. 1. This approach has provided better learning opportunities for students. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

2. My students attitude towards math has improved. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

3. My students had no problems accessing the on-line video tutorials. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

4. I had no problems utilizing technology to create and upload on-line materials. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

5. My students demonstrated improved mastery and retention of mathematical concepts. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

6. My attitude towards teaching has changed positively after utilizing this approach. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

7. I would use the flipped classroom again next year. 5 Strongly Agree 4 Agree 3 - Undecided 2 Disagree 1 Strongly disagree

List 3 benefits of using a flipped instructional approach in your classes. 1.___________________________________________________________________ 2.___________________________________________________________________ 3.___________________________________________________________________ List 3 challenges of using a flipped instructional approach in your classes. 1.___________________________________________________________________ 2.___________________________________________________________________ 3.___________________________________________________________________