Mentor

Eder, Bonnie

Document Type

Other

Publication Date

Winter 12-6-2020

Abstract

Although many studies are on the flipped classroom, they are currently gaps and limited research conducted on flipped-mastery models. This mixed study implemented the repeated-measures design with few qualitative and quantitative studies on flipped-mastery in the secondary mathematics classroom. The purpose of the study aimed to examine the flipped mastery model’s effects on student satisfaction, engagement, and learning achievement. The study site was the researcher’s private school with purposive sampling of twenty-one high school Algebra II students. Pre-posttest unit tests and weekly quizzes assessed student learning achievement. The independent-samples t test results yielded no significant differences between achievement performance for the flipped mastery model and the traditional face-to-face instructional teaching. Qualitative and quantitative studies were used to determine the effects on student engagement and satisfaction. The adapted Student Perception of Instruction Questionnaire (SPIQ) pre-post surveys and observation protocol form determined student perceptions (satisfaction) and student engagement. The independent-samples t test compared the means of student satisfaction and student engagement, resulting in no significant difference between flipped mastery and traditional teaching methods on student engagement and satisfaction. However, researcher observations, student interviews, and comprehensive researcher journal entries revealed more student engagement and satisfaction. The lack of significance of results may be influenced by Covid-19, the small sample size, and the study duration of eight weeks.

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