Dissertation Defense Announcement
College of Education announces the Final Dissertation Defense of
for the Degree of Doctor of Education
April 4, 2019 at 12:00 PM, Online
Advisor: Dr. Andrew Tawfik
Effect of Flipped Classroom Approach on Middle School Students' Math Motivation and Math Anxiety in India
ABSTRACT: The purpose of this pre-experimental posttest only study was to determine the impact of the flipped classroom approach on motivational orientations of middle school students in math in India. The research questions focused on the impact of flipped classroom approach on student's value (intrinsic goal orientation, extrinsic goal orientation, task value), expectancy (self-efficacy and control beliefs), and affective (test anxiety) components. These variables were measured using the Motivated Strategies for Learning Questionnaire (MLSQ). Sixty-seven eighth-grade students from a suburban K-12 school in India participated in the study. Participants were randomly assigned to one of two treatment conditions: using a flipped classroom approach (FCA) using videos from Khan Academy and not using a FCA to teach the same mathematics topic. At the end of the one-week long treatment, a post-test survey was administered to participants in both groups; this survey included demographic information and the MLSQ. Statistical analyses using two MANOVAs and a one-way ANOVA showed no statistically significant difference between the two groups in terms of student's value components, expectancy components, or affective components. The limitations of this study focus on the duration of the study, the study design, and the limited sample size. Additionally, with this being the first known study of its kind, it can be argued that further research studies on the topic might be warranted before forming a conclusion on the use of FCA on student motivation.