A Flipped Classroom Approach for Algebra 2 Students Who Have Struggled in Previous Mathematics Courses

This mixed method study examined the effect of a flipped classroom approach on the engagement and attitude of Algebra 2 students who had struggled in previous mathematics classes. Videos for students to watch at home were constructed with adherence to the Cognitive Theory of Multimedia. Class time then focused on students working together and with teacher support in accordance with active learning theory. Qualitative sources of data - pre and post intervention interviews, pre and post student questionnaires, and teacher anecdotal notes and quantitative sources of data - the SEMs and the ATMI - were gathered and analyzed. Results showed increases in cognitive and social engagement, enjoyment, and motivation. Attendance proved to be a major barrier and future studies should look at possible mitigation strategies as well as the effectiveness of a flipped classroom approach on academic achievement.