1. Examining the influence of a flipped mathematics classroom on achievement Dr. Anthony Dove Radford University

2. The Technology Opportunity in Education Access to online material for teaching and learning is substantial and only growing Students learn through the technology that is available 20 years ago: books, DVDs, desktop computer Today: cell phones, tablets, YouTube, Twitter, etc. Technology provides new opportunities for reform teaching and active learning, which has shown positive results on achievement, engagement, etc. (Dori & Belcher, 2005; Judson & Sawada, 2001; Lawson et al., 2002)

3. The Teacher Struggle Well-created lectures are easy to give to the masses Student-centered instruction takes more time More time to plan More time to implement during class Losing class time with an overfilled curricula creates additional stress on teachers (Hannafin, Burris, & Little, 2001) How can teachers integrate more meaningful instruction while still meeting the requirements of a full curricula? The Flipped Class Approach

4. What is a Class? Typical Class Teacher lectures in class If time permits, students practice briefly in class Students complete homework on the lecture, teacher reviews homework next class and the cycle continues Flipped Class Students watch lecture videos on upcoming material for homework Class time is used to have students practice, collaborate, and complete engaging activities

5. Potential Advantages of a Flipped Classroom Currently there is limited research that specifically addresses a flipped classroom, but there is support for the different components of the flipped class Students who sit in the front row performed better when assessed (Rosengrant et al., 2011) A lecture video puts you in the front row with the teacher talking directly to you Students with access to videos of in-class lectures performed significantly better when assessed (Yoon & Sneedon, 2011) Accessibility allows students to learn any time, anywhere, and at their own pace Transparency to classroom material assists in building trust among students, teachers, and parents (Goddard et al., 2001) Even parents can watch the lecture videos and learn with their children

6. Research on the Flipped Classroom Clintondale High School (Roscorla, 2011) Significant increases in the pass rate on state tests in English and Math Significant increase in attendance and a decrease in disciplinary referrals Pierce (2013) Pharmacy students performed significantly better during a flipped module Dove (2013) End-of-course surveys showed strong student preference toward the flipped class and active learning that occurred in flipped statistics classes

7. Purpose of the study S ubstantive research is needed to determine whether the flipped class is a large-scale viable solution T eacher support and professional development S chool and classroom resources S tudent attitudes, beliefs, and perception of learning S tudent achievement Research Question Is there an impact on course achievement using the flipped classroom approach in comparison to a “business as usual approach”?

8. General Background MATH 111: Mathematics for Elementary Teachers at a mid-size university Course materials Mathematics for Elementary Teachers (Beckmann, 2011) Desire2Learn (D2L) Lecture Videos YouTube Handle: DrDoveMathDrDoveMath Created using Microsoft PowerPoint and www.screencast-o-matic.com www.screencast-o-matic.com

9. Method Two sections of MATH 111 Classes met Tuesday/Thursday back-to-back One class taught with in-class lecture (LC), one taught with the flipped-class approach (FC) Same sections covered the same day Same tests, practice homework, projects, final exam FC also required to watch videos for homework FC worked more problems and did more activities during class since there was no lecture Grades were collected for all assessments Independent-samples t-test conducted to compare mean grades

10. Data Collection and Analysis Methods Grades were collected throughout the entire semester and final exam Independent-samples t-test conducted to compare mean grades First Assessment Last Assessment Final Exam Overall Course Grade No Pre/Post achievement test was used due to the overall project including an examination of math anxiety

11. Results Section Flipped Standard tdf Assessment 1 87.3 (9.4)84.5 (11.5) 1.0560 Assessment 4 86.1 (8.9)76.7 (21.0) 2.39*60 Final Exam 88.3 (8.8)81.6 (16.5) 2.04*60 Course Grade88.5 (5.29)80.8 (14.3) 2.93**60 Note: * p < 0.05, ** p <.01

12. Students’ Thoughts of the Flipped Class End-of-course surveys had ZERO negative comments and over 40% of students in the flipped class made a positive comment about the flipped class approach I loved the set up of the class! Doing the notes for homework and a lot of practice problems in class was super helpful! The thing that was the most helpful to me was the flipped classroom design. I was able to take my notes outside of class and then work with specific problems in class. I became more familiar with the material and I was able to understand it better. Don't change that!

13. Discussion Gradual increased gap in achievement such that the final three achievement measures were significantly greater for the flipped class Control for as many factors as possible leaves in-class instruction as primary difference Limitations Select population: Preservice elementary and Exceptional Education Students Only two sections Traditional: 28 students Flipped: 35 students Lack of Pre-test/Post-test Model

14. Current Research Fall 2013: Examining Personal Flipped vs. Khan Academy vs. In-Class Lecture in MATH 111 classes Math Anxiety Math Achievement with Pre/Post Test Spring 2014: Flipping two sections of MATH 112, examining influence of number of flipped courses Math Anxiety Perception of Math Ability Math Achievement with Pre/Post Test Long-term: Potential influence of flipped intro courses for STEM majors on retention and graduation rates

15. Questions? Dr. Anthony Dove Radford University Email: adove3@radford.eduadove3@radford.edu