The Impact of Flipped Instruction on Middle School Mathematics Achievement
Amanda Martin, Ed.D; Melissa Arrambide, Ed.D; Chuck Holt, Ed.D.

Abstract
The purpose of this causal comparative quantitative research study was to examine the effectiveness of flipped instruction on middle school mathematics achievement. The effectiveness of the flipped classroom in closing the existing achievement gap among students of various ethnic sub-populations, socio-economic statuses, and within pre-AP mathematics classes was investigated in this study. Propensity score matching was used to match students taught by the same teacher within control and treatment groups using 1:1 nearest neighbor matching with a caliper of 0.25 SD. The matched student data were analyzed using multilevel modeling. The results indicated that no significant differences existed between the STAAR Mathematics scale scores of African American, Hispanic, White, economically disadvantaged, non-economically disadvantaged, and pre-AP mathematics students in flipped or traditional classrooms.

Full Text: PDF     DOI: 10.15640/jehd.v5n4a10