Program
Teaching M.A.
Year Approved
2019
First Advisor
Silmser , Lisa
Abstract
The purpose of this thesis was to review the literature surrounding the flipped classroom in K-12 and post-secondary education levels. The literature review highlighted the effects of the flipped classroom on student achievement outcomes and levels of engagement, and perceptions of the flipped classroom, as noted by both students and instructors. The literature reveals a weak relationship between the flipped classroom and student achievement outcomes but shows a moderate increase in student engagement levels in several empirical studies. Student perceptions of the flipped classroom are positive, with autonomy, flexibility, and active learning being integral to this model’s success. Instructors have expressed various concerns but promote this methodology as a means to increase collaboration and active learning in the classroom.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Sandberg, L. M. (2019). Student Achievement Outcomes, Classroom Engagement, and Perceptions of the Flipped Classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/556