Assessing Engagement: Flipping Seventh-Grade English Language Arts With a Diverse Student Population

• In Event: Poster Session 8
  In Poster Session: Teacher Education Across the Disciplines

Abstract

This mixed-methods research study examined the engagement of seventh-grade English language arts (ELA) students (n=183) during a three-week flipped unit. A hybrid embedded design (QUAL (+quan)=enhance experiment) was used in that quantitative data was collected as a pre-test, then qualitative data was collected during the flipped classroom, then quantitative data was collected again as a post-test. Six case study students were observed and interviewed. Qualitative results are reported in this paper and indicated that overall engagement decreased during the flipped unit when compared to engagement of the same students during traditionally taught lessons. Some students exhibited increased engagement, while others showed markedly decreased engagement. Black and Hispanic students demonstrated increased engagement, while White students, on average, exhibited decreased engagement.

Authors

• Carl A. Young, North Carolina State University

• Clarice M Moran, North Carolina State University