Date of Award
Master of Education (MEd)
Patricia C. Kornelis
This action research study investigated the effects of the flipped classroom on a high school geometry class in a rural setting. Thirty-nine high school students ranging from ninth to the eleventh grade participated in the study. These students were already divided into three separate classes. Two of the geometry classes became the experimental group and received a new flipped model of teaching. The control group was one geometry class and was given the same lecture style of teaching that the teacher had used for the past three years. Students were given a pre- and post-test to determine if after receiving the flipped style of teaching they retained more material than the traditional lecture style. The results of the study showed that there was no significant difference in test scores.
Dirks, Charles, "Is a Flipped Classroom in a High School Geometry Class Effective?" (2018). Master of Education Program Theses. 121.