Fifth Graders' Mathematical Achievement Using Flipped Learning Versus Traditional Classroom Instruction

• In Event: AERA Poster Session 13
  In Poster Session: Computer and Internet Applications in Education

Abstract

This post-hoc, quasi-experimental study examined the differences between fifth-grade students’ mathematical achievement using existing measures (i.e., grade level math tests) from fifth-grade students in four different classrooms, two of which experienced the flipped learning approach (treatment group) and two others (control group) that learned the same mathematical units using traditional teaching methods. Findings indicated there was no significant difference between the two groups. However, there was a significant difference for English Language Learners (ELLs) in the treatment (flipped learning) group. These findings demonstrate a need for more investigation into the features of the flipped learning approach that might best benefit ELLs, and perhaps also students with special needs.

Authors

• Natalie B. Milman, The George Washington University

• Jessa Henderson, George Washington University