Enhancing academic achievement and satisfaction by flipping the teacher preparation classroom

Author

Rene R. Zuniga, The University of Texas Rio Grande Valley

Date of Award

12-2015

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Dr. Joseph Rene Corbeil

Second Advisor

Dr. Maria Elena Corbeil

Third Advisor

Dr. Zhidong Zhang

Abstract

This study compared flipped classrooms versus online courses to study the effects of the two instructional methodologies on student achievement and satisfaction in an undergraduate Introduction to Education, EDUC 1301, course. Students self-matriculated in either traditional EDUC 1301 courses which were flipped or in EDUC 1301 online courses. Students' final grades were used to assess student achievement in both teaching methodologies. An end-of-course student evaluation of instructor performance was used to assess students' satisfaction in the courses. A casual comparative research design was used to examine the effectiveness of both teaching methodologies. There was no differences between the two instructional methodologies in student satisfaction. Students were equally satisfied in both teaching methodologies. Statistical significant differences were found, however, in the students' achievement level. The percent of students in the flipped classroom who passed the courses was 92% compared with 75% achievement level in the students who passed the online courses. The number of students who passed the EDUC 1301 flipped classroom courses as presented in Table 1, page 44, and Figure 1, page 44, was 83 out of 90, resulting in an achievement level of 92%. On the contrary, 118 out of 157 students passed the EDUC 1301 online courses, as shown in Table 1, page 44, and Figure 1, page 44, representing an achievement level of 75%. The Pearson chi-square test of association yielded a chi2 of 10.99, a df = 1, and a p value of 0.0001 which was statistically significant at the 95% confidence level (p < .05), Table 3, page 45. Students who self-enrolled in the flipped classrooms did statistically significantly better than those students who self-enrolled in the online courses. Instructional methodology, however, was an insignificant predictor of student satisfaction between the students in the flipped classrooms and the online courses. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Comments

Copyright 2015 Rene R. Zuniga. All Rights Reserved.

https://www.proquest.com/dissertations-theses/enhancing-academic-achievement-satisfaction/docview/1771508801/se-2

Recommended Citation

Zuniga, Rene R., "Enhancing academic achievement and satisfaction by flipping the teacher preparation classroom" (2015). Theses and Dissertations. 69.
https://scholarworks.utrgv.edu/etd/69