Date of Award

3-2016

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Steve Holtrop

Abstract

This action research project sought to gauge student perceptions of the use of flipped classroom strategies in an eleventh grade class at a Christian international school in Japan. The participants were twenty-two eleventh graders in a Humanities class--a two-period blend of U.S. History and American Literature. Students wrote a Document-Based Question essay (DBQ) on the causes of the Civil War, having received most of the historical content through the use of short teacher-made lecture videos, which they watched outside of class. Class time was used to do a variety of activities to build on or apply the content from the lecture videos, including discussions, group-work and a historical simulation. Following the DBQ, students were briefly interviewed on their feelings toward the use of flipped classroom strategies, with six students agreeing to a more in-depth interview on their perspectives and preferences regarding learning, as well as their feelings toward flipped classroom strategies in particular. Comparing the DBQ scores to scores on the same assignment from the previous year, and based on the students’ responses, the results of this study suggest that students not only have generally positive attitudes toward flipped classroom strategies, but also may perform slightly better when flipped strategies are utilized.

Comments

Action Research Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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