The Flipped Classroom: A Case Study of the Impact of Flipped Classroom Methodology On Student Perceptions of Learning

In the ever-changing world of education, teaching methodology must be constantly reviewed and adjusted to ensure that educators are meeting the diverse needs of their students. This study, in this context, seeks to answer two main questions about the flipped classroom teaching method. First, how do students perform on summative assessments when enrolled in a flipped classroom, versus students who are enrolled in the same class, but taught in a more traditional method? Second, how does the flipped classroom method impact student perceptions of their learning, especially their perceptions of engagement and efficient use of class time? The focus of this research will be on the individual perceptions of high school students enrolled in an advanced placement Biology course that utilizes the flipped method. More specifically, the researcher aims to identify the impact of the flipped method on student engagement, motivation, and value of time spent in the course. Using a mixed methods research method with convergent parallel design, data was gathered that indicated several positive perceptions of learning in a flipped classroom. Participants indicated that they felt more engaged in their learning, had higher levels of motivation, received more one-on-one interaction with their teacher, had more control of their own learning, and made more effective use of class time to collaborate with their peers. From this study, it is clear that in a more technologically advanced school setting that is typical of 21st Century education, teachers and students both stand to benefit from the format of a class that utilizes the flipped method. This study shows that students benefit from this method, and that it could prove valuable for many students.