Theses and Dissertations

Date of Award

1-1-2021

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Karen Kimball

Keywords

blended learning; cooperative group learning; differentiated instructions; flipped classroom; inverted learning; student-centered

Abstract

Increasing Mathematics Achievement Level Through Flipped Grade 5 Classroom, Phi T. Nguyen, 2021: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: flipped classroom, inverted learning, blended learning, fifth-grade mathematic, cooperative group, differentiated instructions, online teaching and learning, student-centered, COVID-19 A flipped classroom strategy is a teaching and learning strategy that had showed an increase in interest among educators from post-secondary to elementary educators. Flipped classrooms integrate technology as a resource where students can access lessons outside of the classroom. Instructional materials such as videos and podcasts are created, gathered, and distributed by the classroom teacher before the formal instruction of class skills. Students interact and view materials/lessons, so they are building upon their prior knowledge. This applied dissertation research was designed to address flipped classroom strategies in a fifth-grade mathematics class utilizing quantitative research design. The researcher wanted to determine if implementing flipped classroom strategies would improve students’ academic growth. This quantitative study also investigated whether there would be gender differences in the pretest and posttest after implementing the flipped classroom. The researcher used previously collected data from the participating school’s 2019-2020 school year from NWEA MAP (fall and winter) assessments. The data from 78 students, 32 male and 46 female, were analyzed. There were 18 weeks between the two assessment periods, where teachers implemented flipped classroom strategies. The results from the simple t-tests for this study indicated a statistical difference between the fall NWEA MAP assessment (preflipped) compared to the winter NWEA MAP assessment (postflipped). They did not have a significant gender difference between male and female students but did show a significant increase with overall academic achievement for 5th-grade students.

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