Annotated Bibliography Presentation

April 17, 2013Carol Redmond

ED 521: Educational Research and AnalysisFlipping Literacy and Improved Reading Levels

Summary of Flipped Learning

• When we implement changes in education, we need to evaluate the impact of the change.

• The impact may be deep or unexpected.

• Qualitative and quantitative research will help educators ensure that the methods chosen will produce higher levels of learning.

Summary of Flipped Learning

• Blended learning is a formal instructional method that combines online learning with face-to-face learning.

• The flipped classroom is a component of the blended classroom.

• My research is based on the flipped model of blended learning as it relates to primary literacy.

Summary of Flipped Learning cont.

• Flipped learning takes the lecture portion of a subject and uses this for homework in the form of a video lesson.

• Class time uses the teacher as a guide who was available for immediate feedback.

• Cooperative learning during the classroom portion is an advantage of the flipped model.

Summary cont.

• Students enjoy the option of choosing when to watch the lesson and the ability to review when needed.

• Parents enjoy the benefit of learning how their child is taught and are better able to help at home.

Research Question

• My research question is, “Will flipping literacy lessons in primary classrooms significantly raise reading proficiencies?”

• My hypothesis is, “Yes, flipping literacy lessons will raise reading proficiencies.”

• I will show you how my research supports my hypothesis and how this topic relates to how children learn best in educational settings today.

Data Collection

• My research includes 12 studies.

• Eight studies were of a qualitative nature.

• Three studies were a combination of both qualitative and quantitative research.

• One study was quantitative in nature.

Quantitative Data

• I examined one of the studies that had a quantitative nature for purposed of this presentation.

• Citation from quantitative

study:Fulton, K. (2012). Upside down and inside

out: Flip your classroom to improve student learning. Learning &

Leading with Technology, 39(8), 12+. Retrieved from http://www.eric.ed.gov/contentdeliver

y/servlet/ERICServlet?accno=EJ982 840

• Quantitative data from a quasi-experimental study.

• Students were predetermined from Byron High School from a small population of Calculus students.

Quantitative Statistics

• Calculus proficiencies are up 9.8% in the flipped classroom.

• Pre-Calculus proficiencies are up 6.1%.

• Accelerated Algebra II proficiencies are up 5.1%.

• Math mastery on MCA’s went from 65.6% in 2010 to 73.8 % in 2011 after the flip.

Quantitative Graph of Chapter Tests Scores After Flip

Quantitative Study cont.

• Overall class failure rates decreased from13% to 6% with the flipped methodology.

• Ninety-seven percent of students had access to internet at home. Students without internet were given flash drives or DVDs for use at home

• Students were able to view video lessons before school, at lunch, or at other students homes.

Rationale for Quantitative

• The quantitative data clearly supports an increase in learner outcomes after flipping math lectures.

• Each of the math classes flipped had an increase in test scores when compared to classes that did not flip.

• Mastery on the math MCAs went up 8% for students who experienced the flip.

Qualitative Statistics

• I will examine one of the qualitative studies for the purpose of this presentation.

• Citation from qualitative study:

• Picciano A., & Seaman J. (2009). K-12 Online Learning, A 2008 Follow-up of the Survey of US School District Administrators. United States: Sloan Consortium. Retrieved from http://155.48.10.202/Academics/Documents/babson-survey-research-group/k-12-online-learning-2008.pdf

• This is a non-experimental, qualitative study from 2007/2008.

• Ten thousand randomly-selected school districts throughout the county were sent surveys.

• Five and one half percent of all school districts of interest responded.

• The sampling of respondents included all 50 states and the District of Columbia.

Qualitative Statistics

• Forty-one percent of the districts surveyed had one or more students in flipped coursework.

• K-5 had 1% of the total students in the study using flipped learning.

• 6-8 had 20% of the total students in the study using flipped learning.

• 9-12 had 78% of the total students in the study using flipped learning.

Notable or Flaws in Qualitative

• This study was one of the first to collect comparison data on blended learning.

• Only 5.4% of districts surveyed returned the survey.

• The districts interested in this survey would have a higher percentage of classrooms using flipped learning.

Rationale for Qualitative

• Between 2005/2006 school year and 2007/2008 when the study was completed, blended and online learning has increased by 47%.

• With increased numbers of participants in flipped learning we should be able to see a corresponding increase in higher learner outcomes in all subject areas.

Connection to Grand Tour Question

• In light of what we know about how children learn and educational policy and practice, how shall we best teach literacy in educational settings today.

• The research, in limited evidence, shows an increase in higher levels of achievement when using flipped learning.

Conclusions

• We need to continue to study and analyze evidence to be sure the limited research available in this area is valid.

• More research needs to be completed in the primary grades on flipped learning.

• More research needs to be completed on the subject of literacy as it relates to flipped learning.