Methods: Mixed- Quantitative To measure acquisition of knowledge of Microsoft Office applications, the Certiport Internet and Computing Core Certification (IC3®) exam was administered as the pre- and post-test) and Qualitative (online Likert scale survey).

Abstract: Two high school Computer Applications classes in Kentucky, in 2010-2011, were the sample population. The two twelve week classes were given information in different ways. The traditional class performed learning modules in class and used textbooks to reinforce until assignments were completed. Once completed homework projects were assigned to provide additional practice skills. Then students presented their skills learned through presentations. In the “flipped” classroom, students worked with a partner and created the same assignments and learned the same material in the textbook for homework from their homes. A movie file that demonstrated the same material given to the traditional class was given to the “flipped” class with step by step instructions.

Findings: The results of the post test quantitative instruments demonstrated no significant differences in any of the aspects of the “flipped” instruction as compared to the traditional instruction.  Also in the surveys conducted, students show no significant differences between both modes of instruction. The study did mention that there is a possible reason why the qualitative resulted in a null range. It stated that there were more questions asked in the traditional versus the “flipped” because the students did not work in pairs.  This is hypothesized as the need of having more questions to form higher ordered thinking patterns.

APA Citation: 
Johnson, L. W. (2012). Effect of the flipped classroom model            on a secondary computer applications course: Student and teacher perceptions, questions, and student achievement (Doctoral dissertation, University of Louisville). https://goo.gl/JZiZhf 

Methods: Mixed- Quantitative data were collected via four assessments throughout the unit (pretest, quiz 1, quiz 2, post-test).  Qualitative data was received in question and answer sessions.

Abstract: Four 9th grade biology classes served as the sample population.  The study took place in a private high school in the Pacific Northwest region of the United States.  The study placed at random one high achieving class with one low achieving class in each classroom group.  Both the “flipped” classroom and the traditional classroom had high and low achieving classes based on the first quarter averages.  For the “flipped” classroom, the teacher posted informational videos to YouTube and gave assessments with short quizzes on Moodle.  This instruction was delivered at home via technology and resulted in students returning to class to have more time to complete projects, labs, and other interactive forms of learning.  The traditional classroom received instruction via in class lecture while performing calculations in notebooks and completed content specific assessments.  While at home students worked on worksheets or end of content assessments.

Findings:  For this study, there was consistent indicators that students in the “flipped” classrooms performed considerably better on assessments of scientific knowledge than those of the traditional classrooms. While two of the three effect sizes were not statistically significant, this is possible considering the small sample size used for this study.  The study also shows that students may have possibly benefited from the active learning strategies used.  In this case, not only does it show that students prefer the method of “flipped” instruction, but the research also leans to the the case for the instruction benefiting student achievement.

Leo, Jonathan and Kelly Puzio. "Flipped instruction in a high school science classroom". Link.springer.com.ezproxy.una.edu. N.p., 2016. Web. 21 Nov. 2016. https://goo.gl/elUCbB

Methods: Quantitative- pretest and post-test

Abstract: 44 high school students, including 26 tenth graders and 18 tenth graders that classified as learners with disabilities took part in the study.  The students were classified using their school district’s criteria.  The study took place in a suburban area of a metropolitan region in the Southeastern part of the United States.  The study allowed both for both traditional and “flipped” instruction to be changed and introduced to both sample populations.  In each case the traditional classroom used their history textbook for instruction and informational purposes.  In the “flipped” classrooms, students were given access to folders, guided outlines, disks, desktop
computers, textbooks, and the Inspiration 6 software. Student folders contained a pretest, reading materials, guided outlines, and 3.5-inch disks containing templates for learning the content material.  

Findings: Students in the “flipped” classroom outperformed students in the traditional textbook instruction condition from pretest to post-test and at post-test.  The range was great for both general education and special education students.  This indicates that uses of “flipped” instruction of the computer-generated cognitive organizers was equally effective for both groups of learners on each occasion.  This study was used to prove a previous study and to move forward the idea that “flipped” instruction significantly increases content learning and achievement.  The data recorded in this study gives validity that “flipping” instruction benefits all learners.

Boon, Richard T., Burke, M. D., Fore III, C. and Hagan-Burke, S., . "Improving student content knowledge in inclusive social studies classrooms using technology-based cognitive organizers: A systematic replication". Eds.a.ebscohost.com.ezproxy.una.edu. N.p., 2016. Web. 21 Nov. 2016. https://goo.gl/SbLRko

Ravipati, Sri. “Flipped learning network shifts to community-driven hub” -- THE Journal. (2016). THE Journal. Retrieved 23 November 2016, from https://thejournal.com/articles/2016/07/12/flipped-learning-network-shifts-to-communitydriven-hub.aspx
https://goo.gl/PkzEAo

Findings: These statistics have encouraged companies to try and get ahead of the curve.  Education in North America is rapidly advancing in the direction of S.T.E.M..  The popular use of flipped classrooms is playing a role in reducing dropouts and apathy in students.  The advancement and availability of software and technology is making it easier than ever to flip instruction.

Chang, Richard. Report: Flipped classroom market in North America to grow 35% over next 4 years -- THE Journal. (2016). THE Journal. Retrieved 23 November 2016, from https://thejournal.com/articles/2016/11/01/report-flipped-classroom-market-in-north-america-to-grow-35-percent-over-next-4-years.aspx
https://goo.gl/U7s1C8

Not only did they lay the foundations for flipped instruction, but they also made the curriculum flow from one grade level to the next.  They focused on areas where their students had deficiencies.  Through the application of grant money they were able to fund a program that supported common framework for generating worksheets.

The use of Moodle further made it possible for the creation of online classes with all the intricacies of a traditional classroom, except it was all technology based.  The district eventually unblocked the filter that prohibited YouTube from student use.  This allowed teachers to create their own learning channels for free.

Findings:  Overall, students like the change.  The students enjoy the 10-15 minute videos and do not fall behind when they miss class.  Parent involvement has increased, and as a result less questions are asked of parents to teachers.  Math mastery jump approximately 43 points in 5 years, to a level of 73.8 in 2011.  In 2010 the school district was selected as a National Blue Ribbon School by the U.S. Department of Education. 

Fulton, Kathleen. “Inside the flipped classroom” -- THE Journal. (2016). THE Journal. Retrieved 23 November 2016, from https://thejournal.com/Articles/2012/04/11/The-flipped-classroom.aspx?Page=3
https://goo.gl/Dk0lqh