A Review of the Effects of a

Flipped Classroom
Pedagogy
Taylor Stringe
Western State Colorado University
Fall and Spring 2016-2017
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Definition of the Flipped Classroom
The flipped classroom is a pedagogical model in which the typical
lecture and homework elements of a course are reversed. Short video
lectures are viewed by students at home before the class session,
while in-class time is devoted to exercises, projects, or discussions.

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A Review of the Literature
I will discuss the following two studies done on the flipped classroom:

How to Flip the Classroom -- Productive Failure or Traditional

Flipped Classroom Pedagogical Design? (Song, 2017)

The Impact of the Flipped Classroom on Mathematics Concept

Learning in High School (Bhagat, 2016)

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Literature Review #1: The Impact of the Flipped
Classroom on Mathematics Concept Learning in
High School (Bhagat, 2016)

Flipped classroom in high school trigonometry.

Flipped instruction significantly impacted both learning
and motivation.
Had an especially significant positive impact on the
low-achieving students

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Literature Review #2: How to Flip the Classroom --
Productive Failure or Traditional Flipped Classroom
Pedagogical Design (Song, 2017)

Inquired about the effects of the traditional flipped

classroom versus the productive failure flipped classroom.
Productive struggle-based flipped classroom instruction
significantly outperformed the traditional flipped
classroom.
This study suggests that a flipped classroom could align
with Horizon High Schools inquiry-based curriculum.
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My (VERY LIMITED!) Research on the Flipped
Classroom Model of Instruction.
THE PROBLEM:

The problem is that many students in high school math classrooms are
unengaged and unmotivated by the traditional classroom model.

THE RESEARCH QUESTION:

How effective can a flipped model classroom be in the high school

mathematics context, and which groups of students does it have the
greatest impact on?

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The Methodology

Two freshman math classes

Solving systems of equations using elimination
Five question assessment
Skill-based versus context-based problems
Analyzed in groups based on previous achievement

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Traditional Instruction Flipped Instruction
High Students (Overall) 96% High Students (Overall) 83%

Average Students (Overall) 84% Average Students (Overall) 83%

Low Students (Overall) 50% Low Students (Overall) 60%

High Students (Process-Based) 96% High Students (Process-Based) 86%

Average Students (Process-Based) 87% Average Students (Process-Based) 76%

Low Students (Process Based) 39% Low Students (Process Based) 58%

High Students (Contextual) 94% High Students (Contextual) 79%

Average Students (Contextual) 90% Average Students (Contextual) 87%

Low Students (Contextual) 67% Low Students (Contextual) 75% 8

Traditional Instruction Flipped Instruction
High Students (Overall) 96% High Students (Overall) 83%

Average Students (Overall) 84% Average Students (Overall) 83%

Low Students (Overall) 50% Low Students (Overall) 13% 60%

High Students (Process-Based) 96% High Students (Process-Based) 86%

Average Students (Process-Based) 87% Average Students (Process-Based) 76%

Low Students (Process Based) 39% Low Students (Process Based) 10% 58%

High Students (Contextual) 94% High Students (Contextual) 79%

Average Students (Contextual) 90% Average Students (Contextual) 87%

Low Students (Contextual) 67% Low Students (Contextual) 15% 75% 9

Traditional Instruction Flipped Instruction
High Students (Overall) 96% High Students (Overall) 83%

Average Students (Overall) 84% Average Students (Overall) 83%

Low Students (Overall) 50% Low Students (Overall) 60% 1%

High Students (Process-Based) 96% High Students (Process-Based) 86%

Average Students (Process-Based) 87% Average Students (Process-Based) 76%

Low Students (Process Based) 39% Low Students (Process Based) 11%
58%

High Students (Contextual) 94% High Students (Contextual) 79%

Average Students (Contextual) 90% Average Students (Contextual) 87%

Low Students (Contextual) 67% Low Students (Contextual) 75%

3%
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Traditional Instruction Flipped Instruction
High Students (Overall) 96% High Students (Overall) 83%

Average Students (Overall) 84% Average Students (Overall) 10% 83%

Low Students (Overall) 50% Low Students (Overall) 60%

High Students (Process-Based) 96% High Students (Process-Based) 86%

Average Students (Process-Based) 87% 19%

Average Students (Process-Based) 76%

Low Students (Process Based) 39% Low Students (Process Based) 58%

High Students (Contextual) 94% High Students (Contextual) 79%

Average Students (Contextual) 90% Average Students (Contextual)8% 87%

Low Students (Contextual) 67% Low Students (Contextual) 75% 11

The Analysis

The flipped classroom approach seemed to have a negative

effect on the learning of average and high performing
students with high performing students being more severely
impacted than average performing students, while showing
gains in learning for historically low-performing students.

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The Future of Flipped Classrooms?

Research needs to catch up to implementation.

Classrooms are being flipped based on gut feelings
How can we improve the traditional flipped classroom?

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