Motivation and Academic Achievement among High School Students: An Examination of the Flipped Classroom

ID: 49628 Type: Virtual Paper
  1. Keshia Dixon, Liberty University, United States
  2. Jillian Wendt, University of the District of Columbia, United States

As educational reform and enhanced standards of learning are implemented, many schools are integrating technology in ways that meet the dynamic needs of 21st century students. As such, understanding the effect of innovative technology integration, such as the flipped classroom model, will enhance understanding of how to best meet student needs, facilitate students’ motivation, and facilitate academic achievement. Importantly, the recent implementation of the Next Generation Science Standards has increased the focus on students’ science achievement. As such, this study will examine the utilization of the flipped classroom model in the context of an urban, high school science course. This study employs a quasi-experimental, pretest-posttest non-equivalent group research design to investigate the effect of the flipped classroom model on high school students’ motivation and academic achievement in an urban, high school science course.


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