How the Flipped Classroom Increases Motivation and Achievement in a Mathematics Classroom


Summer 7-1-2015



Degree Name


Primary Advisor/Dissertation Chair

Laura Halldin

Secondary Advisor/Reader One

Jennifer Green

Peer-Reviewer/Reader Two

Nikki McCarty


The research question addressed is what effect does the flipped classroom have on student achievement and motivation? It documents one teacher’s struggle with how to best utilize class time, inspired by Aaron Sams and Jonathan Bergmann who chose to create video lessons for student homework and spend class time engaging students in activities designed to increase achievement. The author created video lessons for implementation of a flipped classroom for both Algebra 1 and Pre-Calculus. Throughout the course of the action research, the author gathered assessment data for courses pre- and post-flip as well as surveyed students in regards to their motivation in math courses preand post-flip. The results showed that the flipped classroom does increase motivation achievement. A caveat is that achievement went down for the first unit of study, increasing thereafter. An additional discovery was a vast difference in achievement between those who utilized videos and those who did not.


Grades/ Student Performance, Mathematics, Flipped Learning

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