Professional Documents
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Research Prospectus
Betty Berger, Jettie Dush, Robert Fishel, Nina McCord, and Mitchell Parson
Liberty University Online
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Abstract
This research study will investigate the relationship between coupling the
use of a flipped classroom teaching model and a 1:1 student to mobile tablet
ratio. The study will use Algebra I students between grades 9-12 and ages
13-16, and focus on schools with an enrollment of at least 550 students.
Quantitative methods will be used to determine the correlation between the
use of the flipped classroom with 1:1 device ratio and student academic
success. Qualitative methods will be used to determine student satisfaction
of the course as well as student participation and engagement. Simple
random sampling will be used to maintain validity, as well as teacher training
and student assessments.
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results and increase standardized test scores when using a flipped classroom
model. In addition to the previous, the research design will also determine
whether or not, the use of mobile tablets will generate higher levels of
student engagement. The method of the study is referred to as an action
based research design, due to the interaction between students and mobile
tablets. According to Clark (2105), the action based research method has
played a big role in the field of education by strengthening the connection
between research and practice. The real solution to this method will
determine if the flipped classroom model, with the use of mobile tablets, will
either increase or decrease the overall effectiveness of student achievement
rates.
The qualitative part of the research will include interviews with
students to determine, according to the research hypothesis, whether or not
the use of 1:1 mobile technology devices increases or decreases academic
results, by first performing student interviews to determine the current
methods of learning. In other words, how many students, if any, have ever
participated in a flipped classroom course. In addition to the previous, the
qualitative part of the study will be used to determine whether the use of
mobile technologies helps to increase student engagement and satisfaction
with the quality of teaching and learning. The quantitative data will include
pre- and post-surveys and the use of teacher created unit tests. According to
Clark (2015), the mixed method approach can provide an opportunity to
explore factors that may help contribute to the impact of flipping a
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sampling procedure for the qualitative portion of the study will be based on
simple random sampling of students using a mobile device, which includes a
name selector app that will randomly select students who will participate in
the study. According to Clark (2015), using a simple random method of
sampling will provide reasonable results because the sampling provides an
equal opportunity for the given population.
Setting
Standard and honors high school Algebra I classes that have used a
flipped model classroom between one and three years will be used in this
study. Similar content outside of the classroom will be delivered while similar
structure and activities inside the classroom will be facilitated in all
participating classes. All participating teachers will be experienced with
flipped model teaching and have completed at least one full academic year
with the model. The teachers whose classes will be adding the 1:1 mobile
technology program will receive professional development training on the
devices prior to the start of the school year. Likewise, students who receive
the new mobile technology program will also receive digital citizenship
instruction along with training on appropriate use of the device at the
beginning of the school year. The teachers whose classes will not be adding
the 1:1 mobile technology program will begin their school year in the same
fashion they have in the years past. The study will commence in the fall
semester of the 2015-2016 school year and continue through the entire
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assigned the sections of content and will develop biweekly tests with one
teacher developing the biweekly test for all classes. The teachers will rotate
this responsibility. Grading procedures will be explained. There will be ongoing professional development meetings biweekly throughout each
semester after school.
All data collected from the pretests, biweekly tests, standardized tests,
end-of-semester and end-of-course grades, attendance records, survey
results and questionnaire results will be collected within two days from when
the instrument was administered. The results will be given to the researcher
in a timely manner to be entered into a secure site on the schools computer
for analysis at the end of the course.
Data Analysis
This research study examines quantitative and qualitative data. In
order to effectively evaluate the chosen variables, the data collected will be
examined using the CAP Perceived Learning Scale and a correlation analysis.
The Pearson Correlation Coefficient will be used to analyze the test results
collected throughout the study to determine if the data is statistically
significant. The correlation analysis will compare the relationship between
the flipped classroom and the 1:1 student to mobile device ratio and how it
affects student achievement and engagement. If the correlation is 1,
students in a flipped classroom that also had a 1:1 mobile device technology
to student ratio are positively correlated and if the correlation is 0, there is
no correlation between these two variables. If the correlation is -1, it shows
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they are negatively correlated, meaning the higher one variable is, the lower
the other variable. If the absolute value of the variables is greater than 0.5,
the data is statistically significant.
To measure the engagement of the students and learning effectiveness
in both groups, the CAP Perceived Learning Scale will be used. This is a valid
and reliable quantitative instrument (Kuyatt& Baker, 2014). The learning
scale evaluates perceived cognitive, affective, and psychomotor learning by
using three subscales with scores ranging from a low of 0 to a high of 18. The
total scores range from 0 54 with the higher scores showing greater
perception of learning. The students in both groups will be given the CAP
Perceived Learning Scale at the end of the semester and the scores will be
recorded by the researcher.
Assumptions
To provide the researchers with the best results there are specific
elements that are assumed. For example, student interviews as well as preand post-surveys provide researchers with valuable data, but honesty and
integrity of student responses is assumed for this study. Another assumed
component for this study is the professional development each faculty
member has received on the flipped classroom and the mobile devices used
for instruction. Each teacher selected is required to attend professional
development on mobile technology devices. Selected teachers must also
have at least one full year experience with the flipped classroom model.
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These factors do not jeopardize the results of this study, but should be
considered when teachers are select and data is collected.
Limitations
In this research study there are measures that need to be taken to
provide the most accurate results. This study is limited by geographical
location and age group. Education throughout the United States will yield
different results based on geographical location, but this limitation is
neutralized by using Algebra I. This course is a graduation requirement for all
students across the nation, therefore analyzing academic achievement and
engagement with the flipped classroom and 1:1 mobile device technology
ratio can be easily replicated in a different geographical region. The research
study is also affected by geographical location because a rural district will
have different challenges than an urban school district. Researchers will
select similar sized schools with an enrollment of at least 550 students for
this study to prevent the geographical location affecting the data. Age group
is another limitation to this study. Since participants will be in grades 9-12,
and 13-16 years old, it is possible to have students retaking Algebra I after
failing the course the first time. This limitation is neutralized by using
random sampling for student participation, creating authentic results for this
study. Overall there are a few factors that challenge the validity, but
replicating this study in another region and using random sampling will
provide research results that effectively analyze the variables in this study.
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References
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