Effects of a flipped classroom on student learning and attitudes in social studies

Abstract

The growing trend of technology integration in the classroom and the emphasis on individualized learning are brought together in this paper on the effects of a flipped classroom on student learning and attitudes in social studies. Little research has been done to explore the potential academic benefits and attitude improvements when implementing a flipped classroom in a middle school setting. Through an action research project conducted in a seventh grade social studies classroom, this study looks at the differences between a flipped classroom and a traditional classroom structure over the course of two units. Ninety-nine students were involved in this study with two sections of students taught utilizing traditional methods while their counterparts learned in a flipped setting. The groups were then switched for the second unit of this study so all students were exposed to both the traditional and the flipped design. Pre- and post-unit tests and surveys were used to determine differences between the instructional experiences in regards to both learning and attitudes. The concluding data from this action research project did not show major differences between the flipped and traditional sections in either student learning or attitudes.