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" The Influence of the Inverted Classroom on Student Achievement and Motivation for Learning in Secondary Mathematics in the United Arab Emirates: A Quasi-Experimental Study "
Nadine Tarazi
Cummins, Linda
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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804071
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| Doc. No
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TL48884
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| Call number
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1814774321; 10129090
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| Main Entry
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Okdem Ates, Yeliz
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| Title & Author
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The Influence of the Inverted Classroom on Student Achievement and Motivation for Learning in Secondary Mathematics in the United Arab Emirates: A Quasi-Experimental Study\ Nadine TaraziCummins, Linda
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| College
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Northcentral University
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| Date
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2016
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| Degree
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Ed.D.
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| field of study
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School of Education
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| student score
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2016
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| Page No
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171
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| Note
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Committee members: Cleeton, Lorraine; Jeter, Nari
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| Note
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Place of publication: United States, Ann Arbor; ISBN=978-1-339-87068-7
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| Abstract
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In the United States (US) and in the United Arab Emirates (UAE) students are still attaining poorly in high school mathematics despite efforts from educational leaders to improve the math curricula both in middle and high schools. Results of the Program for International Student Assessment (PISA) revealed that 31 countries out of 65 had better achievement in mathematics than the US. Results of the Trends International Mathematics and Science Study (TIMSS) indicated that the average mathematics achievement of fourth and eighth grade students in the UAE was below the TIMSS scale center point of 500. A quasi-experimental non-equivalent comparison-group design was used in this study to determine quantitatively whether, or not, the inverted classroom strategy influenced high school student achievement and motivation for learning Algebra II at the secondary level in an urban proprietary school offering a US curriculum, established in Dubai in the United Arab Emirates. The sample in this study consisted of four groups (as the school segregates gender) of about 74 eleventh graders. Two groups of male and female students received the treatment to model the inverted classroom. The other groups of male and female students served as the comparison group and studied in a traditional classroom. Students in all four groups were taught by the same teacher and were given the same lessons, worksheets, exercises, and assessment. What differed was the inverted classroom treatment given to the treatment group. The ANOVA was used to analyze the Algebra II post-test scores of the treatment and the comparison groups, to determine student motivation for learning Algebra II, and to test for statistical differences across gender treatment groups. The findings revealed a statistically significant difference in student achievement but no significant difference in the motivation for learning between students who learned in an inverted classroom and students who learned in a traditional classroom. The findings also revealed that there was no significant difference in student achievement between genders who learned in the inverted classroom. In-depth research studies were recommended to explore further the impact of the inverted classroom at the secondary level.
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| Subject
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Mathematics education; Secondary education; Educational technology
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| Descriptor
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Education;Flipped classroom;Gender gap;Inverted classroom;Mathematics improvement;Student achievement;Student motivation
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| Added Entry
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Cummins, Linda
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School of EducationNorthcentral University
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