Date of Award

January 2015

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Gary Schnellert

Abstract

ABSTRACT

The purpose of this study was to analyze student perceptions of flipped classroom instruction strategies, and student perceptions of their learning experience using digital resources and digital technology in a flipped classroom. Although perceptions are important, student achievement is a common tool used by policy-makers and judged by the general public as a means to evaluate and achieve continuous improvement in K-12 public education.

This case study may be a beneficial illustration for school administrator practitioners to consider prior to implementation or utilization of flipped classroom instructional strategies. The study provides a review of a high school that first implemented a flipped classroom in 2010-2011. The study may create a general framework and provide insight to guide practitioners of the benefits, short-comings, and types of technology challenges encountered when considering implementing a flipped classroom instructional strategy in their school(s).

The variables within this study were student perceptions of their learning experiences in a flipped classroom, student performance based on pre-existing survey results from students, state assessment results from Minnesota Comprehensive Assessments (MCAs), and assessment results from ACT® tests.

This mixed method case study focused on one rural Minnesota school and was designed to seek answers to the following research questions:

1. What are high school student perceptions of the flipped classroom as a classroom instructional strategy?

2. What are high school student perceptions of their learning experiences using digital resources and digital technology in a flipped classroom?

3. What effect does the use of digital resources and digital technology within a flipped classroom environment have on student achievement based on common assessments such as the Minnesota Comprehensive Assessments (MCAs) and college entrance exams such as ACT® tests?

The researcher approached this problem as an administrator looking for new teaching strategies to help schools in his own district improve student outcomes.

The results of the data collected and analyzed indicated students had a favorable perception of the flipped classroom instructional strategy used by classroom teachers. Evidence within the study also indicated students had a favorable perception of the type of digital technologies used and available in a flipped classroom instructional strategy. Evidence of student achievement data based on Minnesota Comprehensive Assessments (MCAs) and the ACT® college entrance exam indicated the grade levels of students in the case study was above state of Minnesota average grade levels prior to implementation of a flipped classroom instruction strategy and continued at a higher level of achievement in the transition from a traditional lecture classroom instructional strategy to a flipped classroom instructional strategy. There was no evidence of regression of achievement with implementation of the flipped classroom instructional strategy.

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