Education Doctorate

Year Approved


First Advisor

Lindstrom, Mike


This study examines the relationship between mathematics achievement and the instructional approach used (flipped versus traditional). A suburban school district located outside of the Twin Cities of Minneapolis and St. Paul implemented flipped learning instruction in one-half of all six elementary sites across the district. Half of the students in fifth grade mathematics classes received instruction via traditional lecture-style teaching methodology while the other half of the students received instruction via flipped learning instruction. Data was collected over three years time and a comparison of the quantitative results based on flipped versus non-flipped classes, differences between student groups as defined by the Every Student Succeeds Act (ESSA) subgroups, and differences between quartile rankings of students. Student growth was measured spring-to-spring using the NWEA MAP mathematics assessment. These findings are reviewed and flipped instruction growth in fifth grade mathematics classrooms was statistically significant in favor of flipped instruction overall. When defined by demographics flipped classroom students in the free and reduced price lunch program also outperform those in traditional instruction. This research is valuable to mathematics teachers, principals, administrators, curriculum directors, and math coaches in evaluating the further impact of flipped instruction as a means to integrate technology and personalize instruction for students.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation