Dissertation Proposal Enhancing Student Success by Flipping the Teacher Preparation Classroom Rene R. Zúñiga

Main Menu  Introduction Introduction  Need for the Study Need for the Study  Research Questions Research Questions  Hypotheses Hypotheses  Research Design Research Design  Participants Participants  Instrumentation (Surveys/Questionnaires) Instrumentation (Surveys/Questionnaires)  Data Collection Procedures Data Collection Procedures  Limitations of the Study Limitations of the Study

Introduction  State of Teacher Preparation Programs  Lack of Technology Training  Mobile devices are in the classroom  Missing in teacher preparation programs  Engagement with technology benefits students  Students expect to use technology in the classroom

Technology Statistics  Between , 30% of teachers flipped  One computer for every five students  Schools spend more than $3 billion per year on digital content  Three-fourths of high school students regularly use a smartphone or tablet  Teachers have been slow to transform the ways they teach  Teacher preparation programs have an obligation to help future educators transform future classrooms

State of Flipped Classrooms  Research shows promises  Positive benefits to students in flipped classrooms  Promote student engagement  Student evaluations indicate value of availability of web resources  Gap of research in teacher preparation programs  This study will begin conversation and help fill gap

Need for the Study  Computers the panacea for problems in higher education  Fallacies about concepts such as flipped classroom  Gap in research in flipped classrooms  Research mainly on  Combination: online learning, blended learning, face-to-face learning  Resistance to change teaching methodologies  Funding is not producing results  Indispensable to study effects of online versus flipped instruction  Student satisfaction and student achievement

Research Questions  What is the effect of the flipped classroom instructional delivery method on student achievement, as measured by end-of-course grades, in an undergraduate Introductory Education course?  What is the effect of the flipped classroom instructional delivery method on student satisfaction, as measured by the end-of-course student evaluation form and a satisfaction survey, in an undergraduate Introductory Education course?

Hypotheses  H 1 : There is a statistically significant positive effect of the flipped classroom instructional delivery method on academic achievement of students enrolled in an undergraduate Introduction to Education course (EDUC 1301).  H 2 : There is a statistically significant positive effect of the flipped classroom instructional delivery method on satisfaction of students enrolled in an undergraduate Introduction to Education course (EDUC 1301).

Research Design  Causal-comparative  Cause-effect relationship  Effects of a flipped classroom (IV) on student success (DV) and satisfaction (DV)  Experimental study is problematic and nearly impossible  Students will self-enroll in either online or flipped course  Valid and reliable in educational research

Participants  Education majors  At least 100 undergraduate students in EDUC 1301  AAT field of study course  50 in flipped course  50 in online course  Participants are comparable except in IV

Instrumentation Measuring Satisfaction  Satisfaction Survey End-of-course evaluations

Instrumentation Validity  End-of-course evaluations  Effective in measuring satisfaction (Marlin & Niss, 1980; Benton, 2011; Xu, 2012; Johnson, Z. S., Cascio, R., & Massiah, C. A. 2014)  Satisfaction Survey  “used to assess learner perceptions and satisfaction” (Hoogenboom, 2005, p. 10)

Measuring Success  Final numerical grade in the course  Appropriate measurement of student achievement in college-level courses (Johnson, 2003)

Data Collection Procedures  Administer survey towards the end of the semester (Smart Evals)  , Blackboard, face-to-face  Student’s final grades will be compiled at the end of the semester  Data will be analyzed using descriptive statistics  Analysis of means of grades between online course and flipped classroom  t-test  Difference between means of grades for online course and flipped classroom

SAMPLE Data from Questionnaire

Limitations of the Study  Number of participants  Lack of randomization  Participants will self-register for each course  Online students may be more comfortable with technology  Extraneous DV may explain satisfaction, achievement and success  Self-efficacy, technology-efficacy, researcher biases, life events  Survey to measure satisfaction  One-time event

Q & A