Cycle Three: How does the flipped learning model affect student engagement and academic performance using an instructional video created by the students’ teacher?
This cycle included main actions:
1. In this cycle, an instructional video on the different body systems and the concept of homeostasis is introduced. The instructional video was created using the same tools with one main difference: Mrs. Sanchez narrated the slides. The homework video was set up as homework, embedded on the class blog. Human Body Systems Homework Human Body Systems Script Human Body Systems Video Human Body Systems Assessment (Rubric) 2. Body Systems Project: Students worked on a group project for this unit. They had to form themselves into groups of four, select a body system, do some research and present their findings in a professional manner in class. This was considered on of their culminating activities for the year. The following documents were used as a guide: 1. Group Contract 2. Project Guidelines per body system 3. Rubric for presentation Google form with video and questions embedded posted on class blog:
Results and Discussions:
Homework scores continued on it’s upward trend except for one class with a 5 point drop, see Chart 11. The homework quiz results suggest an improvement of academic achievement over time for all but one group. Many factors could play into this including students getting used to the new model, teacher/researcher having increasing confidence and ability, and quite possibly the relationship between the student and the video presenter. Scores increased as the relationship with the presenter got closer: from BrainPop—>Parent Volunteer(no child in class)—>Teacher 2. No technical problems were encountered. Our formula of tools have worked for two lessons in a row, and we have confidence in the combination. My learning partner and I considered using Edmodo for it’s immediate feedback system. This would have been a viable method as well, the only difference is that the quiz and video would have to be two separate posts, unlike the Google Form wherein the video is embedded. What the Google form won’t do of course, is what Edmodo can do, that of giving immediate quiz feedback to students. To weigh the benefits of immediate feedback against embedding of video in a form was a conversation that was started but not addressed completely. With the plethora of applications and possible pathways, I can understand how easy it is to get overwhelmed. Suffice it is to say, immediate student feedback is ideal. With our current model, we an email was sent to the students after grading ALL submissions.
3. Participation also dropped sharply for all classes, See Table 3. Unfortunately, this was the week multiple students were getting pulled out of class for testing. |
4. Post lesson assessment assessment scores are the highest of all three cycles. This was scored using a rubric, and was a group activity yet again. Students scored better in group activities. (Cycle 2 was a quiz, and did not correlate closely with the activity in class.)
5. Student engagement scores in terms of three observed behaviors as scored by their teacher using the RAPS-TE show an increase in student engagement levels. Of particular note is in the steady rise in their tuning in. When active learning opportunities are made available in class, it only makes sense that student learners tune in for there is something other than direct verbal instruction going on. The flipped learning model surely makes possible the opportunity to have active learning experiences while in class. 6. The student engagement results clearly illustrates the benefits of using the flipped learning model in 7th grade students. Jung-Sook Lee (2014) found that student engagement is pre-requisite to learning new material, especially complex ones. Knowing this, we could strategize and select which of the more complex lessons can be flipped at the start of the school year. Chart 14: Student Engagement Scores, Cycle 3 Reflection:
Showing proof that student engagement increased with the use of the flipped learning model is a valuable output of this action research. Secondly, showing data on a possible relationship between academic achievement and relationship to the video lesson creator is likewise interesting. Next Steps: Create videos with learning partner taking the lead. By this point in my action research, none of the videos have been created solely by my learning partner. I am not too confident that I have provided her with the time to learn the skills to create videos. Ideally, the next steps would be to offer a mastery model wherein students get to move ahead as they show mastery of concepts. Having peers who are ahead would strengthen a classroom’s peer to peer learning mechanisms. Conduct more research on investigating this relationship between the video creator and academic achievement of learners. Engage other teachers within the school district who express interest in this model. |
Student engagement scores using the Research Assessment Package for Schools - Teacher Report (RAPS-Te) were recorded on May 9, 2014.