Flipped instruction: an investigation into the effect of learning environment on student self-efficacy, learning style, and academic achievement in an Algebra I classroom

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dc.contributor Barrett, Douglas
dc.contributor Mayben, Robert E.
dc.contributor Rice, Margaret L.
dc.contributor Zelkowski, Jeremy S.
dc.contributor.advisor Benson, Angela D.
dc.contributor.author Wiginton, Barry
dc.date.accessioned 2017-03-01T16:53:12Z
dc.date.available 2017-03-01T16:53:12Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001416
dc.identifier.other Wiginton_alatus_0004D_11746
dc.identifier.uri https://ir.ua.edu/handle/123456789/1881
dc.description Electronic Thesis or Dissertation
dc.description.abstract This study utilized an explanatory mixed-methods research design to investigate the effect of learning environment on student mathematics achievement, and mathematics self-efficacy, and student learning style in a ninth grade Algebra I classroom. The study also explored the lived experiences of the teachers and students in the three different learning environments and the effect students' learning style had on preference for learning environment. Key findings of the study were: 1) students in the Flipped Active and Flipped Mastery learning environments scored significantly higher on mathematics achievement than students in the Traditional learning environment; 2) students in the Flipped Mastery learning environment scored significantly higher on mathematics self-efficacy than students in the Traditional learning environment; 3) students in both the Flipped Active and Flipped Mastery learning environments appreciated the level of control over the learning process but were dissatisfied by the inability to ask real-time questions; 4) students in the Flipped Mastery learning environment enjoyed working at an individualistic pace but struggled with falling behind; and 5) students preferring active, sensing, sequential, and verbal learning experiences expressed satisfaction with both the Flipped Active and Flipped Mastery learning environments. The study findings suggest that classroom teachers should utilize the Flipped Instructional approach to make more in-class time for active learning strategies; and implement mastery learning strategies to promote student responsibility, self-regulation, and ownership of the learning process. Future research should investigate the effect that Flipped Instruction has on the learning environment at the middle and high school level as well as in subject areas other than mathematics.
dc.format.extent 260 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational technology
dc.subject.other Mathematics education
dc.title Flipped instruction: an investigation into the effect of learning environment on student self-efficacy, learning style, and academic achievement in an Algebra I classroom
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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