Motivation and Academic Achievement among High School Students: An Examination of the Flipped Classroom
Keshia Dixon, Liberty University, United States ; Jillian Wendt, University of the District of Columbia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
As educational reform and enhanced standards of learning are implemented, many schools are integrating technology in ways that meet the dynamic needs of 21st century students. As such, understanding the effect of innovative technology integration, such as the flipped classroom model, will enhance understanding of how to best meet student needs, facilitate students’ motivation, and facilitate academic achievement. Importantly, the recent implementation of the Next Generation Science Standards has increased the focus on students’ science achievement. As such, this study will examine the utilization of the flipped classroom model in the context of an urban, high school science course. This study employs a quasi-experimental, pretest-posttest non-equivalent group research design to investigate the effect of the flipped classroom model on high school students’ motivation and academic achievement in an urban, high school science course.
Dixon, K. & Wendt, J. (2016). Motivation and Academic Achievement among High School Students: An Examination of the Flipped Classroom. In Proceedings of E-Learn: World Conference on E-Learning (pp. 364-369). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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