The purpose of this study was to examine the efficacy of traditional and flipped
course delivery methods using a mixed-methods switching replications design. To
examine the benefits, shortcomings, perceptions, and academic results of the flipped
classroom model while using technology as a supporting tool, a traditional high school
computer applications course was “flipped” so that direct instruction occurred prior to
class time. Classroom instruction is the independent variable with two levels, traditional
and flipped. Student academic achievement is a dependent variable, which in theory will
show greater gains by students when participating in the more effective of the two
classroom models. The cognitive level of questions asked by students and teachers
during class serves as a dependent variable that will gauge the level of student cognition
based on the levels of Bloom’s Taxonomy. Perceptions of course format serve as a
dependent variable that will provide insight into teacher and student preferences of
learning method.
It was hypothesized that students in the computer applications class would benefit
from the flipped method due to the transitioning of class time from lower-level activities
to collaborative group work. Even though our results do not support this hypothesis, the
current study does provide insight into further research on the topic as well as
observations in relation to our findings.
The purpose of this study was to examine the efficacy of traditional and flippedcourse delivery methods using a mixed-methods switching replications design. Toexamine the benefits, shortcomings, perceptions, and academic results of the flippedclassroom model while using technology as a supporting tool, a traditional high schoolcomputer applications course was “flipped” so that direct instruction occurred prior toclass time. Classroom instruction is the independent variable with two levels, traditionaland flipped. Student academic achievement is a dependent variable, which in theory willshow greater gains by students when participating in the more effective of the twoclassroom models. The cognitive level of questions asked by students and teachersduring class serves as a dependent variable that will gauge the level of student cognitionbased on the levels of Bloom’s Taxonomy. Perceptions of course format serve as adependent variable that will provide insight into teacher and student preferences oflearning method.It was hypothesized that students in the computer applications class would benefitfrom the flipped method due to the transitioning of class time from lower-level activitiesto collaborative group work. Even though our results do not support this hypothesis, thecurrent study does provide insight into further research on the topic as well asobservations in relation to our findings.
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