Professional Documents
Culture Documents
Gabrielle Clark
Author Note
Development at Bowling Green State University. She is completing this paper and action
Measuring the Effectiveness of an In-Class Flip with Phonics Instruction for Third Graders
Rationale
In the United States of America, teachers are being pressed with more technology
standards. With the release of the 2016 ISTE Standards for students, teachers are responsible for
facilitating instruction that molds students into digital citizens and empowered learners (ISTE
Standards for Students, 2016). Teachers are expected to teach students how to leverage
technology to help master learning targets (ISTE Standards for Students). Going further, these
standards ask teachers to design learning experiences and technology-rich environments that
drive students to self-monitor and keep track of their learning through the use of technology
(ISTE Standards for Teachers, 2008). The role of the teacher is evolving. These standards are
altering the role of the teacher as the lecturer into a facilitator, pushing the student into the
driver’s seat of their learning (ISTE Standards for Teachers). These student-centered
environments along with blended learning spaces are an emerging trend in education over the
last couple of years (Adams, Cummins, Davis, Freeman, Hall, Giesinger, & Ananthanaryanan,
2017). These recent trends push teachers to enhance their teaching practices from traditional
pedagogy into a more student-centered approach with a high emphasis on technology integration
and facilitating, in order to best meet the needs of all of the students in classrooms (Adams et al.,
2017). This demand calls for a shift in thinking and restructuring of the role of the teacher and
the design of learning experiences (Garrison & Kanuka, 2004). One blended model in particular,
flipped learning, asks students to take more responsibility of their learning by self-monitoring
throughout video lectures (Arnold-Garza, 2014). It is important for research to examine how
EFFECTIVENESS OF AN IN-CLASS FLIP 3
some of these blended learning techniques, such as flipped learning, enhance student learning
Literature Review
Introduction
Over the course of the last few years, flipped/inverted learning has started to gain
popularity in the educational realm. With the rise of the ISTE standards for students and
teachers, districts and teachers are searching for ways to develop student-centered classrooms.
Many districts are urging teachers to use a flipped model for learning and instruction. This model
uses classroom time for activities that involve critical thinking, application, and collaboration
activities (Kim, Park, Jang, & Nam, 2017). The NMC Horizon Report notes blended learning
and flipped instruction as a developing teaching practice in 21st century classrooms (Adams et
al., 2017).
Several positive impacts have been linked to flipped learning in classrooms. D’addato
and Miller (2016) write, “Flipped learning often utilizes technology as a means for engaging
students in the lesson outside of class” (p. 34). Another study explored the effect flipped learning
had on sixth grade students in a middle school science classroom in Turkey. This researcher
found that students identified the flipped model to be more educational and inspiring (Sezer,
2016).
Flipped learning environments can also be associated with heightened student motivation.
Two researchers found that students participating in flipped learning instruction experienced
pedagogy (D’addato & Miller, 2016). An alternative study described undergraduate students as
feeling more motivated as learners in the flipped classroom environment (Nouri, 2016).
EFFECTIVENESS OF AN IN-CLASS FLIP 4
Providing students with opportunities to dig into content through the flipped model could
Flipped Instruction
Within the traditional flipped model, students are exposed to curriculum content at home
through videos or podcasts as homework. The next day, students are able to apply their skills
from the content of the video with the teacher present as a facilitator (Kim et al., 2017). Unlike
than the traditional flip, an in-class flip occurs inside the walls of the classroom. Direct
instruction is still taught through videos. However, students rotate through stations viewing the
lesson, completing independent or group work, and working in small groups or one-on-one with
the teacher (Gonzalez, 2014). The in-class flip twists the location of the delivery of direct
teaching. One potential benefit of the in-class flip versus the traditional flip is the potential for
deeper mastery of learning targets and content, with the teacher close for feedback and questions
(Gonzalez, 2014).
exist. A mixed sequence in-class flip involves students moving at their own pace through flipped
stations and practice stations (Ramirez, 2017). Differently, a simple sequenced in-class flip
involves students moving through stations in a particular order, starting with the direct
instruction station and moving onto different practice exercises (Ramirez). In the simple
sequence in-class flip, students eventually apply their knowledge from the videos during the
practice stations (Ramirez). Interestingly, one study found that college math students working
within a flipped framework noted that, “a successful learning environment would include
activities that apply what they have learned” (Strayer, 2012, p. 190).
EFFECTIVENESS OF AN IN-CLASS FLIP 5
Positive impacts have been associated with flipped learning environments (Caligaris,
Rodriguez, & Laugero, 2016; D’addato & Miller, 2016; Kim et al., 2017; Aidinopoulou
&Sampson, 2017). Caligaris, Rodriquez, and Laugero (2016) explored student perceptions
toward the flipped model in a numerical analysis class in Argentina at Facultad Regional San
Nicolas, Universidad Tecnologica Nacional. The study found that there was a high degree of
acceptance from the students for the flipped model (Caligaris et al., 2016). Going further, these
researchers wrote, “In class the students showed their enthusiasm, and their interest was noted
from the moment the experience started” (p. 844). This flipped learning experience began to
nurture student interest and build student engagement. Along the same lines, another analysis
found that when using the flipped model with fourth grade math students, enthusiasm was
heightened (D’addato & Miller, 2016). According to Aidinopoulou and Sampson (2017), the
flipped model involved student centered activities that were exciting and engaging for fifth grade
history students. Several researchers describe that flipped classroom environments involve
students to “maintain an active role at the center of learning (Kim et al., 2017). Likewise,
appreciated the flipped classroom model for learning (Nouri, 2016). In this particular study,
exploring students enrolled in Bachelor programs in the Computer and Systems Sciences, Nouri
(2016) found that, “Among the 240 respondents, 180 students expressed a positive attitude to
flipped classroom after the course” (p. 6). This positive attitude expressed by students points to
One particular study explored the bearing of transformation from traditional pedagogy to
flipped pedagogy with fourth grade students. D’addato and Miller describe the overall impact of
EFFECTIVENESS OF AN IN-CLASS FLIP 6
this change by noting, “The flipped instruction fostered enthusiasm, confidence and intrinsic
motivation in my students, which was reflected in the survey responses and observed student
daily behaviors and comments” (2016, p. 42) Not only did the study find a correlation between
flipped learning and student engagement, but the study also noted an increase in student
motivation when using the flipped model (D’addato & Miller). A different study with sixth grade
science students investigated the relationship between flipped learning and student motivation.
Using a pre and posttest experimental design along with achievement tests, Sezer (2016)
observed a larger increase in posttest motivation scores from the flipped classroom students. This
increase in the motivational scale reveals a tie between amplified student motivation and flipped
learning.
Student Motivation
reason to act or accomplish something” (“motivation”, n.d.) Using this definition, student
motivation occurs when students have a reason to act or want to accomplish something in the
classroom. Students tend to be more engaged in the classroom when they are motivated.
However, figuring out what motivates students can be challenging (Toshalis & Nakkula, 2012).
Toshalis and Nakkula explain, “Each student is a unique blend of individual interests,
backgrounds, stories, and needs. Each is motivated in different ways at different times” (p. 30).
Teachers have their hands full in determining ways to motivate each individual student.
to help them connect with the curriculum (Toshalis & Nakkula, 2012, p. 31).
In a review of the research, two authors note that “Research has shown that the more
educators give their students choice, control, challenge, and opportunities for collaboration, the
EFFECTIVENESS OF AN IN-CLASS FLIP 7
more their motivation and engagement are likely to rise” (Toshalis & Nakkula, 2012, p. 32).
Flipped learning allows for students to be in control of their learning. Students are also given
choice and opportunity to self-pace and pick practice activities. Research suggests that learner-
centered environments can increase student motivation (Alfassi, 2004). Educational reform is
pushing for empowered learners, who are motivated to take charge of their learning (ISTE
Standards for Students, 2016). Flipped classrooms can provide students with opportunities to
take charge of their learning, developing empowered learners inside and outside of classroom
walls.
Summary
The research strongly supports the idea that flipped learning instruction has positive
impacts on classroom learning environments. Many studies have found that flipped learning
environments can be linked to heightened student engagement (D’addato & Miller, 2016; Sezer,
2016; Nouri, 2016; Caligaris et al., 2016). Student motivation is also associated with flipped
learning environments. Flipped learning structures can increase student drive and motivation
(Nouri, 2016; D’addato & Miller, 2016). Flipped classrooms extend learning by putting students
in charge of their own learning by helping to develop student-centered classrooms. The research
suggests that students who have learned through the flipped model are more excited, engrossed,
and motivated in their learning (D’addato & Miller, 2016). Determining student motivation
factors can be tricky, yet developing student-centered classrooms can increase student motivation
by putting students at the forefront of their learning (Alfassi, 2004). Further research is needed
to develop a more clear understanding of the relationship between student motivation and
student-centered learning in the context of flipped environments. Also, additional research and
EFFECTIVENESS OF AN IN-CLASS FLIP 8
studies are required to understand the implications of the specific use of in-class flipped
The purpose of this study was to measure the effectiveness of in-class flipped phonics
instruction in regards to student motivation. This study examined the impacts associated with in-
class flipped phonics instruction. Looking at multiple factors, this study also explored different
This study could be useful for the school district in revealing potential next steps in
designing blending learning environments. With these results, teachers and district
administration could be able to see the potential benefits that come along with in-class flipped
instruction. On the other hand, if the results revealed more negatives than positives, the district
would able to use the results to continue to make future decisions when planning different
aspects of blended learning environments in the elementary setting. This study is also
significant because there is a lack of research in the area of in-class flipped instruction. A
plethora of research is available to reveal the strengths and weaknesses of the traditional flipped
instruction. Instructors from many different content areas and grade levels name benefits in
using the flipped model (Arnold-Garza, 2014). The traditional flip credited to Bergmann and
Sams focuses on out of class videos and in class learning experiences to increase
personalization and active learning activities (2012). However, in-class flipped instruction and
its impacts needs further research and clarification. This study served to dig deeper to
investigate the impacts of in-class flipped phonics instruction and heightened student
motivation.
EFFECTIVENESS OF AN IN-CLASS FLIP 9
The research question for this study was: Does in-class flipped phonics instruction
increase student motivation with Mrs. Clark’s third grade students during the Spring of 2018?
The independent variable in this question is the use of in-class flipped instruction. This variable
is classified as categorical. The dependent variable in this question is student motivation. This
variable is a quantitative, continuous variable. My hypothesis was that the use of in-class flipped
phonics instruction would increase student motivation in this third grade class during the spring
of 2018.
An In-Class Flip works like this. Just like with a traditional flip, the teacher pre-records
direct instruction, say, in a video lecture. But instead of having students view the content
at home, that video becomes a station in class that small groups rotate through. The rest
of their time is spent on other activities -- independent work and group work, with some
activities related to the lesson and others focusing on different course content. As with a
traditional flip, the direct instruction runs on its own, which frees the teacher for more
from https://www.edutopia.org/blog/flipped-classroom-in-class-version-jennifer-gonzalez.
The operational definition of an in-class flip includes video instruction in the classroom while the
teacher is utilizing the time for one-on-one instruction and small group attention. The
constitutive definition of motivation can be described as, “ the state or condition of being
having a strong passion or drive to accomplish a task. Student motivation was measured through
Project Details
Flipped Videos
pedagogies, phonics instruction was delivered through two different approaches. For the first
four weeks, the teacher used district purchased phonics curriculum called Rewards. The teacher
followed the lesson plans and taught whole group in the front of the classroom. For the flipped
environment, the teacher created a series of videos using the Rewards curriculum to deliver
phonics instruction using Educreations and Nearpod. All video links can be found here. Videos
were placed inside student accounts through Educreations. Students watched the videos and took
formative assessments at the end of each lesson using Nearpod. Nearpod quizzes can be found
here. The teacher also created several other flipped videos for future use in her classroom. Math
Surveys
This project also required the creation of data collection instruments. Four different data
collection instruments were created. Two different lesson-rating scorecards were created through
Google Forms for students to provide feedback at the end of each lesson (See Appendix A & C).
Pre and post assessments were also created. These assessments were administered at the end of
each cycle of phonics instruction using Google forms in a survey format (See Appendix B & D).
EFFECTIVENESS OF AN IN-CLASS FLIP 11
Methodology
Design
The design for this study is Practical Action Research. The goal was to implement the
study and use the findings to improve my teaching practices and pedagogy. I executed this study
by implementing in-class flipped phonics instruction and traditional phonics instruction and
collecting data along the way. I then analyzed the data, looking for patterns and impacts. The
data will not be used in any form to make generalizations to wider populations. The overall
action plan for this study was to determine the impact of flipped instruction on student
motivation through student responses and rating scales. This information will be used to improve
Participants
Pleasant Ridge Elementary school is a suburban school, just outside of Ann Arbor,
Michigan. Pleasant Ridge serves approximately 430 students in Young 5s-3rd grade. Each grade
level holds approximately 3-4 sections of about 25 students in each section. Pleasant Ridge was
given a Lime Rating on the Michigan Public School Accountability Scorecard. 18% of the
students are economically disadvantaged students, and 61% of students are eligible for free and
reduced lunch. Looking at the third grade population, 66% of students were proficient in ELA at
the end of 3rd grade. 59% of students were proficient in both Math and ELA. Overall, 55% of the
students are female, and 45% are male. The school’s diversity score is 0.19, which is less than
A purposive sample of third grade students was used for this study. The participants were
23 students in Mrs. Clark’s third grade classroom. 48% of the students were female, and 52%
EFFECTIVENESS OF AN IN-CLASS FLIP 12
were male. Most of the students were Caucasian (91%) while some were African American
(4.5%) or two different races (4.5%). Student ages ranged from 8-9 years old.
Instrumentation
end of every phonics lesson (Appendix A & C). The lesson-rating scorecard included student
name, general attitudes about the lesson using a 3-point scale, and general feelings about content
mastery using a 2-point scale. Students filled out the lesson-rating scorecard. Attendance records
and lesson plans were also recorded to measure the amount of intervention each student received.
Attendance records included absent student names, dates, and the title of each lesson/intervention
received. To measure the dependent variable, I utilized two pre and post assessments to analyze
student motivation and other factors involved with in-class flipped phonics instruction and
traditional style phonics instruction (Appendix B & D). These assessments utilized written
response, multiple choice, and 3-scale rating scores. Some example rating questions include:
“The flipped videos helped me learn the concepts.” “I feel more motivated when I have control
of the speed of my work.” Items will be scored using a 3-point scale with a 3 being “yes”, 2
Procedures
All third grade students were part of Mrs. Clark’s third grade class. The first round of
phonics instruction started in early April. Students received 4 weeks of the first round of
traditional phonics instruction in their third grade classroom at Pleasant Ridge three to four times
a week for 10-20 minutes a day. At the end of each lesson, students completed the lesson-rating
scorecard. At the end of the first four weeks of traditional phonics instruction, students
completed the pre-assessment, requiring students to reflect and share their thoughts on traditional
EFFECTIVENESS OF AN IN-CLASS FLIP 13
phonics instruction. After the first four weeks, students then received another 4 weeks of phonics
instruction using an in-class flip style of instruction in their third grade classroom three to four
times a week for 10-20 minutes a day. Students again completed lesson-rating scorecards at the
end of each lesson, and students completed a post assessment at the end of the second four
weeks. The post assessment asked questions about student thoughts regarding in-class flipped
phonics instruction versus traditional phonics instruction. The lesson-rating scorecards were
analyzed for trends in student motivation and feelings about content mastery. Pre and post
assessment data was examined in reference to student motivation, student engagement, and
student attitudes toward different types of phonics instruction. After the data was analyzed, an
action plan was constructed with recommendations to adjust the needs of the students and to
guide future phonics instruction in this particular third grade classroom. Overall, student
motivation and engagement data were collected upon completion of the eight-week study and
Results
To measure the dependent variable, a lesson-rating scorecard was administered at the end
of every phonics lesson. The lesson-rating scorecard included general feelings about the lesson
using a 3-point scale and general feelings about mastery of content using a 2-point scale. When
comparing results from traditional phonics instruction with in-class flipped instruction, students
noted their feelings about each lesson. Third grade students selected a smiley face, neutral face,
or sad face to display their attitudes about each lesson. There was an increase in positive feelings
when comparing traditional phonics lessons and in-class flipped phonics lessons. Based on the 3-
point rating-cards, 63% of students noted positive feelings after traditional phonics instruction.
Slightly more, 82% of students perceived positive attitudes after in-class flipped phonics
EFFECTIVENESS OF AN IN-CLASS FLIP 14
instruction (See Appendix A & C). This data shows an increase from 63% to 82% of students
acknowledging positive thoughts toward phonics instruction when the mode of instruction was
The lesson-rating scorecards also revealed another increase in student thoughts toward
mastery of phonics content. At the end of each lesson, students selected a thumbs up or thumbs
EFFECTIVENESS OF AN IN-CLASS FLIP 15
down icon on their scorecards to express their feelings toward mastery of learning targets in
regards to each particular lesson (See Appendix A & C). Based on the findings, 98% of students
expressed they felt mastery of learning targets through in-class flipped phonics instruction
phonics instruction.
To deepen and expand the understanding of the impacts of flipped learning in regards to
student motivation, two very similar pre and post assessments1 were administered to gauge
student feelings and motivation at the end of each cycle of instruction. Students completed a
survey at the end of the first four weeks of traditional phonics instruction. Students also
completed an additional survey at the end of four weeks of flipped phonics instruction. The goal
of these two surveys was to provide perspective about the effectiveness and difference in student
motivation and student engagement when using traditional phonics instruction versus flipped
phonics instruction within the classroom. There was an increase in 10% of students who noted
positive feelings about their motivation when completing flipped phonics videos versus the
traditional style of phonics instruction. 58% of students noted positive thoughts towards flipped
learning and their motivation versus only 48% toward traditional phonics instruction and their
motivation within these lessons. In correlation, pre and post assessment scores noted a similar
finding. 62.5% of students selected optimistic attitudes toward phonics through flipped lessons
versus only 47.8% of students recognizing positive thoughts towards traditional phonics
instruction.
1
23 responses were collected for the pre assessment. However, there was a duplicate response
for the post assessment, resulting in 24 responses.
EFFECTIVENESS OF AN IN-CLASS FLIP 16
Figure 3
Along the same lines, 71% of students expressed preference in using flipped videos for
phonics instruction over traditional delivery by the teacher (See Appendix D). This means that
over seventy percent of these third grade students preferred using in-class flipped videos for
phonics instruction.
Figure 4
EFFECTIVENESS OF AN IN-CLASS FLIP 17
The pre and post survey also revealed a finding regarding student ownership and
empowerment. Students were asked on both surveys if they felt in charge of their learning in
each learning environment. There was an increase in student ownership by 28% when shifting
from traditional instruction to flipped instruction. 68% of students felt in charge of their learning
in the traditional context of education. Differently, 96% of students defined feeling in charge of
their learning when completing their phonics lessons through flipped videos inside of their
classrooms.
Students were also asked to explain in a narrative format what they liked about the
flipped classroom. A few trends arose. Several students explained that they appreciated the
ability to go at their own pace and take more time when learning inside the flipped environment.
Several students also clarified that they liked being able to go back and watch the videos again if
needed. Flipped videos also provide students with the opportunity to go ahead of other students,
working at their own pace without having to pause for others. Many students expressed a liking
in being able to go ahead when they were ready, without having to wait for the rest of the class.
It is important to note that a few students did explain that they did not find the videos to be
This study aimed to find a deeper understanding of the implications involved with using
in-class phonics instruction in regards to student motivation. The research question for this study
was: Does in-class flipped phonics instruction increase student motivation with Mrs. Clark’s
third grade students during the Spring of 2018? The results of this study revealed several patterns
in student thoughts regarding in-class flipped phonics instruction. Overall, the data supported an
EFFECTIVENESS OF AN IN-CLASS FLIP 18
increase in student motivation when shifting from traditional phonics instruction to flipped
phonics instruction.
In-class phonics instruction revealed increases in several areas when comparing flipped
instruction to the traditional style of phonics instruction. There was a 10% increase of students
who felt positively motivated to completed phonics instruction through flipped videos. The
results of this study also exposed a large difference in student ownership between the two
different modes of learning. A 28% increase was recognized in students who felt in charge of
their learning when using flipped videos for phonics instruction versus traditional instruction,
revealing 96% of students expressing feeling in charge of their learning during flipped phonics
instruction. Another impactful finding discovered that 71% of students expressed preference in
Although this was a small population, the results showed a slight increase in student
motivation, student engagement, and student ownership when learning inside of a flipped
classroom environment. I would like to continue to investigate and implement in-class flipped
opportunities for my students, with a careful eye on student motivation and achievement in the
upcoming school year. I would like to see if I observe the same trend in student motivation over
the course of two or three years. I would also like to analyze the differences in student
achievement when using traditional instruction versus flipped instruction, looking for any
significant variance. Future research is needed to delve into the impacts on student achievement
when performing inside a flipped classroom. In addition, potential research could aim to dissect
the differences with student motivation and achievement within in–class flipped classrooms and
traditional flipped classrooms. Another important area for prospective researchers to consider
would be the use of time by teachers within the flipped environment. Future research is needed
EFFECTIVENESS OF AN IN-CLASS FLIP 19
to understand different ways teachers can use time in blended and flipped environments, to
enhance student learning and motivation. Keeping in mind some of the learners that did not
prefer flipped learning over the traditional style, I would like to continue to make flipped videos
and use them to differentiate for some learners. However, it is important to continue to provide
different avenues of learning, not only through videos. Providing different types of learning
activities and their effectiveness could be more fully understood through future research.
Teachers and administrators could potentially use these findings to employ further action
research projects within their own schools. Although a small study, this project illuminated
heightened student motivation and student ownership through flipped learning experiences. It
would be advantageous for teachers to explore the possible pros and cons that come along with
blended learning space. This study provided a small glimpse into one-way teachers could use
flipped learning environments to provide personalization within their classrooms. It would also
be helpful for teachers to reflect on their practices to brainstorm ways to revolutionize their
classrooms into 21st century learning environments. The role of the teacher is evolving, and it is
crucial that teachers transform their pedagogies and practices to best meet the needs of our
Limitations
This study was administered near the end of the school year, which could have
potentially lowered student motivation and engagement. This results in a limitation with timing
and student motivation. A second limitation with study is the fact that the data collector was the
researcher. Potential data collector bias could have arisen since I was doing research within my
own classroom. In addition, the sample size was not large, with only 23 students. With this
EFFECTIVENESS OF AN IN-CLASS FLIP 20
limited and small sample size, it could be difficult to analyze trends within the data collected.
Another limitation was the possibility of exposure to flipped lessons. Some students had more
exposure than other students to flipped videos for their learning. This variance in exposure levels
consider is the varying reading abilities of the students in the sample. Some of the students in the
sample were reading below grade level. This limitation of students reading below grade level
could have impacted student views and scores in relation to phonics and reading instruction,
potentially skewing data. Additionally, student attendance could have possibly limited the
findings of this study, given that some students missed phonics instruction due to illness or
vacations. It also is possible that a novelty effect occurred in the sense that some students may
have signaled positive feelings because of simply experiencing a new, different form of learning.
A final limitation is the lack of generalizability. Since this is a practical action research project,
the findings cannot be generalized to a wider population. The findings should only be used to
Appendix A
Rate my Lesson Scorecard for Traditional Phonics Instruction Administered at the end of each
lesson
https://goo.gl/forms/FeDFdNaEG75c6yaC2
EFFECTIVENESS OF AN IN-CLASS FLIP 22
Appendix B
Pre Test Survey Administered at the end of four weeks of traditional phonics instruction
https://goo.gl/forms/1pCtPVEpvbzu63Fd2
EFFECTIVENESS OF AN IN-CLASS FLIP 23
Appendix C
Rate my Lesson Scorecard for Flipped Instruction Administered at the end of each lesson
https://goo.gl/forms/KOEBqws2IbyoaamE3
EFFECTIVENESS OF AN IN-CLASS FLIP 24
Appendix D
Post Test Survey Administered at the end of the second four weeks of flipped phonics instruction
https://goo.gl/forms/d5w9oYOruaJ2dOey1
EFFECTIVENESS OF AN IN-CLASS FLIP 25
References
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