- Year 2022
- NSF Award #1557323
- Registration Former Noyce Scholar
- First Name Grace
- Last Name Yates
- Discipline Mathematics
- Institution California State University Sacramento
Abstract
Students at The Met Sacramento high school attend internships on Tuesdays and Thursdays, which reduces instructional time to three days a week. Mathematics instructors strive to make coursework as student-centered as possible, but there is a necessity for direct instruction and note-taking to ensure students receive new mathematics concepts. To bridge the gap in instructional minutes and increase the opportunity to implement student-centered activities during class time, I explored the impact of a flipped-classroom model on student achievement. The research questions centering this action research project were 1) How was student achievement impacted by the flipping the class?; 2) What was the students’ perception of studying mathematics using a flipped classroom? The scope of this study analyzed the research questions during the third unit of Integrated Math 1: Systems of Equations. Students completed all direct instruction, and notes were completed outside of class by watching pre-recorded videos. Warm-ups and student-centered activities allowed me to address any misconceptions and guide students to develop their understanding of core concepts. Unit assessments measured student achievement, and a survey containing Likert scales and free-response questions measured student perceptions. Most students found value in using videos for direct instruction outside of class and improved performance on the unit final. However, while the passage rate and performance imp
