Methods: A control group design was used to administer pre-tests and post-tests to 66 secondary students (ages 13-14). The students were evenly and randomly assigned to the experimental group and the control group. Both groups were taught by the same teacher and lessons presented were of the same content. The control group followed the traditional method for assigning homework and the experimental group implemented the flipped classroom model. Qualitative data was collected through classroom observations and observation checklists. Students we also interviewed after lessons.

Findings: Academic performance between the control group and the experimental group was compared. Pre-test and post-test differences were also noted. Both the quantitative and qualitative data showed that the students responded well to the flipped model of instruction. The students in the flipped classroom showed an increase in attitude toward chemistry and academic performance.

APA Citation: 

Olakanmi E. The effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. Journal Of Science Education And Technology[serial online]. October 13, 2016;Available from: PsycINFO, Ipswich, MA. Accessed November 16, 2016

Methods: Two middle school algebra classes, consisting of seventh and eighth grade students, were divided into the treatment and control groups by a random coin toss. The treatment group had a total of 25 students and the control group had 29. The students were given a pre-test and a post-test in both groups. The control group followed the traditional classroom model of direct instruction, guided notes, and class activities (collaboration, gallery walks, and inquiry problems). The flipped classroom gave the direct instruction through videos that were to be watched at home. The videos included the same direct instruction as the control group. The treatment group also got the same guided notes sheet as the control group, but they completed their notes at home as they watched the video. When the treatment group students came to class, they were given a pre-assessment (1-3 questions) to determine how well they learned the concept from the video. Based on their scores on the pre-assessment, they were divided into two groups: re-teaching and exploration. The re-teaching group had small group instruction while the exploration group participated in collaboration, gallery walks, and inquiry problems. The class activities were the same as the control group except the treatment group got to spend more time in class doing the activities. Once the re-teaching group had finished their remedial lesson, they were allowed to join the explore group.

Findings: Flipping the classroom allowed for more time with exploration and made class time more efficient. Statistical analysis of the pre-test and post-test data indicated that the students in the flipped classroom may have improved on their ability to solve systems of linear equations more than the control group, but both groups showed growth. It was found that the flipped classroom model did not necessarily increase focus and conceptual understanding, but the students in the flipped classroom showed a stronger improvement in abilities to solve equations.

APA Citation:

Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an algebra classroom: analyzing, modeling, and solving systems of linear equations. Computers In The Schools, 32(3-4), 201-223.

Methods: Four sections of 9th grade Biology at a private high school in the Pacific Northwest were divided into the treatment group and the control group. After being classified as low or high achieving based on achievement scores, a coin was flipped to determine which classes would be part of the treatment group and which classes would be part of the control group. Video lectures and quizzes were created for the treatment group and posted on Moodle. Students in the treatment group were required to watch four lectures per week and take one quiz per lecture. The quizzes were graded and grades were recorded in the gradebook. The control group received the material through interactive lecture. Students in the control group were required to answer textbook questions and do worksheets. Assignments were graded and recorded in the gradebook. Content for between both groups was not exactly the same due to students asking questions in the lecture, which may have guided the teacher to present material that was not on the video. Since class time was freed up for the flipped classroom, students in the treatment group participated in more projects, laboratories, and interactive learning than the control group.

Findings: Evidence showed that students in the flipped classroom performed  better on assessments. The results point to the fact that these students may have understood more due to the active learning strategies. Students in the control group asked to be switched to a flipped classroom, which suggests that students in the flipped classroom were sharing about their experiences and how well they enjoyed them.

APA Citation:

Leo, J., & Puzio, K. (2016). Flipped instruction in a high school science classroom. Journal Of Science Education And Technology, 25(5), 775-781. doi:10.1007/s10956-016-9634-4

Abstract:This is a blog by Melissa Hero, a high school biology teacher. Melissa attended a workshop on the flipped chemistry classroom led by Ramsey Musallam. She wanted to flip her biology class, so she did more research and attended more workshops. She created her flipped classroom videos for whole units at the time. She uploaded all of her videos to flash drives for students without internet access and used the website Sophia for students who did have internet access. Along with her videos, she uploaded PDFs of her powerpoint presentations and a google form where the students typed their questions after watching the video. Every morning, Ms. Hero would look at the list of questions and plan accordingly. She often grouped the students and had them discuss the answers to the common questions. Flipping her class allowed Ms. Hero to really see what the students learned.

Findings: While not an official study, Ms. Hero found that her students were excited about the flipped classroom model. They collaborated more with their peers and had more meaningful discussions. She also says that flipping made her a better teacher because she feels she can better meet the needs of all students.

APA Citation:

Hero, M. (2013, October 3). Flipped teaching in the science class: Strategies part 4 in our series on flipped learning. Retrieved November 20, 2016, from http://blog.cue.org/flipped-teaching-in-the-science-class-strategies/ 

Abstract: Flipped learning uses videos as the primary direct instruction delivery method, which frees up class time for other tasks. Jon Bergmann and Aaron Sams explain how the flipped classroom would work for science subjects. They point out that flipping the science classroom will allow time for more hands-on activities. In the elementary level, teachers may want use the centers approach to watch the videos, but they point out that flipping can be done on all levels. They emphasize the idea that teachers who use the flipped model change their views about grading and they find more creative ways for students to show mastery. This allows for more differentiated instruction and alternative assessment.

Findings: Bergmann and Sams claim that both students and teachers are happier with the flipped model. They found that, in their own classrooms, they were able to do 50% more experiments and project-based learning. Some studies have shown a 20% increase in standardized assessment scores after using the flipped classroom model.

APA Citation:

Flip your science classroom! (2015, May 21). Retrieved November 20, 2016, from https://www.iste.org/explore/articleDetail?articleid=413 

Abstract: Jon Bergmann believes that teachers need to flip their thinking about class time. Class time should not be used for whole group instruction but for activities and interaction. One reason why this is a hurdle for most teachers is that they are very used to the traditional model and can usually teach on automatic. Some teachers like the structure that the traditional classroom model and feel they need to be in control. The idea of the flipped classroom, however, is that class time needs to be more engaging and valuable. When teachers give up control of the class, the students take more ownership of their learning. Teachers become more of a facilitator and students learn how to learn. The flipped classroom also allows for more alternative assessments where students can prove what they know without having to take traditional tests.

Findings: There were no findings as this was not a study.

APA Citation:

Bergmann, J. (2013, November 18). The biggest hurdle to flipping your class. Retrieved November 20, 2016, from https://www.edutopia.org/blog/biggest-hurdle-flipping-your-class-jon-bergmann 

Abstract: A new certification by the Flipped Learning Global Initiative allows teachers and administrators to gain understanding of the flipped classroom. In order to be considered certified, an educator must view 6.5 hours of video, read one article, and pass nine quizzes. Topics include reasons to flip a classroom, planning, how tos in different subject areas, and how to advance. The course is expected to be the first of several.

Findings: There are no findings as this is not a study.

APA Citation: 

Schaffhauser, D. (2016, October 18). New program delivers first certified flipped educators. THE Journal. Retrieved November 20, 2016, from https://thejournal.com/articles/2016/10/18/new-course-delivers-first-certified-flipped-educators.aspx. 

Abstract: When online videos are used to deliver instruction, it allows the learning of content to take place outside the classroom which frees up the teacher to become more of a coach to the students during class time. With this model of learning, students take ownership of their learning and can work at their own pace, in many cases. Further research is being conducted to find the effects of flipped learning and its success.

Findings: There are no findings as this is not a study.

APA Citation: 

How can online video change learning in schools? (n.d.). Nesta. Retrieved November 20, 2016, from http://www.nesta.org.uk/flipped-learning

Abstract: Technology in the classroom can sometimes be oversold and underused. The reason for this can be due to most products underperforming. We should not expect more learning to take place if a student is simply studying an ebook instead of a textbook or using electronic flashcards in place of real ones. We need to use the technology in more effective ways. Using videos in the classroom setting is great, but it can be enhanced by flipping the classroom. When the students watch the videos at home before they come to class, it allows the teacher to use the class time for inquiry, peer teaching, and other activities where deeper learning is involved. Technology is only a tool, but when implemented the right way, it can do amazing things.

Findings: There are no findings as this is not a study.

APA Citation:

Griffiths, M. (2012, November 22). Technology and learning: The big debate. Nesta. Retrieved November 20, 2016, from http://www.nesta.org.uk/blog/technology-and-learning-big-debate