Flipped Classroom Versus Traditional Textbook Instruction: Considering Mathematical Complexity When Assessing Accuracy and Mental Effort

• In Event: Technology, Instruction, Cognition, and Learning Research in K-12 and Higher Education

Abstract

Flipping classrooms is a recent instructional technology trend primarily in higher education settings, with growing prominence in high school and middle school (Tucker, 2012). Flipped classrooms are meant to effectively combine both traditional and online education by utilizing both in and out-of-class time. Despite such positively noted implications of the flipped classroom instructional strategy, there is a deep shortage of literature that demonstrates advantages for student learning outcomes. The purpose of this current study was to investigate efficient flipped classroom instruction versus a traditional classroom, specifically an instructional video versus traditional textbook presentation on accuracy and mental effort at three levels of mathematical complexity.

Author

• Kristina V. Mattis, San Francisco Unified School District