Program
Teaching M.A.
Number of Pages
78
Year Approved
2024
First Advisor
Cavalier, Meghan
Second Reader
Winn, Julie
Abstract
This literature review examined the effects of the flipped classroom on student engagement, perceptions, and academic performance. It reviewed studies comparing student outcomes in flipped classrooms to traditional classrooms. Meta-analyses were used to support overall trends. Quantitative and qualitative results were used to support the effects in five areas of the flipped classroom: independent learning, active in-class sessions, teacher-student interaction, technology, and academic performance. Results suggest that the emphasis on independent learning fosters self-regulation, but students may require support when transitioning to this new model. Technology tools were shown to enhance out-of-class learning and motivation. The model facilitated stronger student-teacher relationships. Academic performance results were mixed, with improvement found in specific areas and with low-performing students. Overall, the flipped classroom has the potential to transform traditional learning into a flexible, active, and student-centered environment that supports diverse learners.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Oden, R. J. (2024). Flipping the Classroom: Exploring Engagement, Technology, and Student Perceptions [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1131
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
