{"id":74973,"date":"2020-07-17T10:45:31","date_gmt":"2020-07-17T10:45:31","guid":{"rendered":"https:\/\/essays.homeworkacetutors.com\/impact-of-a-flipped-classroom-on-academic-achievement-proposal\/"},"modified":"2020-07-17T10:45:31","modified_gmt":"2020-07-17T10:45:31","slug":"impact-of-a-flipped-classroom-on-academic-achievement-proposal","status":"publish","type":"post","link":"https:\/\/www.colapapers.com\/us\/impact-of-a-flipped-classroom-on-academic-achievement-proposal\/","title":{"rendered":"Impact of a Flipped Classroom on Academic Achievement | Proposal"},"content":{"rendered":"<div class=\"content position-relative mb-4\">\n<h4>The<br \/>\nImpact of a Flipped Classroom on Academic Achievement in Middle School<\/h4>\n<h3>Abstract<\/h3>\n<p>In order to create a more engaging,<br \/>\ntechnology enhanced, learning environment for all students, schools have<br \/>\nstarted to look at different methods and strategies to use while teaching. By changing<br \/>\nup traditional teaching procedures and focusing on collaborative learning<br \/>\nsupported by prior knowledge, understanding and retention of skills can improve.\u00a0 This study has been conducted to assess the<br \/>\nimpact of using a flipped classroom approach to increase academic achievement.<br \/>\nThis study will examine the effects of a flipped classroom of students in<br \/>\nmiddle school. The study will take place in a middle school in the DeKalb<br \/>\nCounty Schools District. This will be a quantitative study. 60 participants,<br \/>\nboth male and female, ages 10-14 will be selected from a middle school within<br \/>\nthe DeKalb County Schools District. The participants will be split into two<br \/>\nseparate groups, using random selection. Data collection methods will include a<br \/>\npretest (T-Test) and a posttest (T-Test). This study hopes to show that a<br \/>\nflipped classroom will have a positive impact on academic achievement in middle<br \/>\nschool students.<\/p>\n<p>The Impact of a Flipped Classroom on<br \/>\nAcademic Achievement in Middle School<\/p>\n<h2>Chapter One: Introduction and Overview<\/h2>\n<p>This<br \/>\nresearch study will examine what impacts a flipped classroom have on student<br \/>\nacademic achievement in middle school. \u00a0For this study, 60 middle school students will<br \/>\nbe selected to participate in this experiment. Each of the 60 middle school students<br \/>\nwill be given a pretest to determine their overall cognitive ability. The 60<br \/>\nstudents will then be divided into two separate groups through random<br \/>\nassignment. Each of the groups will have 30 students. During the experiment, 30<br \/>\nstudents will be placed in the control group and 30 students will be placed in<br \/>\na treatment group. The students placed in the treatment group will be taught<br \/>\nusing the flipped classroom method, while the control group will be taught<br \/>\nusing the traditional classroom methods over a nine-week period. A posttest<br \/>\nwill be administered at the end of the nine-week period to examine the impact<br \/>\nof the flipped classroom method compared to the traditional teaching methods.<\/p>\n<h3>Purpose<\/h3>\n<p>The<br \/>\npurpose of this study is to examine the effects a flipped classroom will have<br \/>\non middle school students. It is expected that the flipped classroom method<br \/>\nwill increase student academic achievement in middle school students. If the<br \/>\nflipped classroom method proves to be successful, schools and teachers will<br \/>\nhave an alternative method of teaching. Future studies of the flipped classroom<br \/>\nmethod can be conducted to continue to examine the effects a flipped classroom<br \/>\nhave on academic achievement.<\/p>\n<h3>Justification<\/h3>\n<p>As classroom teachers continue to search for ways to<br \/>\nimprove engaging strategies, in order for their students to reach their full<br \/>\nacademic potential, many different teaching strategies are being put into<br \/>\npractice. One of these strategies that teachers are using is a flipped<br \/>\nclassroom, allowing students to be introduced to new content and material at<br \/>\nhome, through the use of pre-recorded videos and technology. Once the students<br \/>\nhave reviewed the material at home, they will practice using the material at<br \/>\nschool.\u00a0 <\/p>\n<p>One justification for this experiment would be to<br \/>\ninvestigate whether or not a flipped classroom improves test scores, improves<br \/>\nretention of knowledge, and improves greater student achievement as<br \/>\ninvestigated by Korrie Zupon. (Zupon, K., 2017) According to Zupon (2017),<br \/>\nstudents who are actively engaged in higher-order thinking tasks, are more<br \/>\nlikely to take charge of their own learning.\u00a0<br \/>\nThrough experimentation, the goal of this study<br \/>\nis to provide others with knowledgeable information regarding the correlation<br \/>\nbetween a flipped classroom and academic achievement.<\/p>\n<h3>Research Question and Hypothesis<\/h3>\n<p>This study will try to answer the following question: How does a flipped classroom impact academic achievement in middle school students? The working hypothesis for this study is that using the flipped classroom method will increase academic achievement in middle school students. This hypothesis suggests a relationship between a flipped classroom (independent variable) and student academic achievement (dependent variable).<\/p>\n<h3>Definitions of Terms<\/h3>\n<p>Key Terms:<br \/>\nflipped classroom, academic achievement, middle school.<\/p>\n<p><strong>Constitutive<br \/>\ndefinitions.<\/strong> The<br \/>\nfollowing are the dictionary definitions of key terms in the study.<\/p>\n<ul>\n<li>Flipped Classroom \u2013 A flipped classroom is a method used where students are introduced to content at home, and practice working through what they have learned at school. In this blended learning approach, face-to-face interaction is mixed with independent study via technology. Students watch pre-recorded videos at home, then come to school to do the homework armed with questions and at least some background knowledge. (Teach Thought, 2016)<\/li>\n<li>Academic \u2013 of, relating to, or associated with an academy or school especially of higher learning. (Merriam-Webster Online Dictionary, 2018)<\/li>\n<li>Achievement \u2013 a result gained by effort. (Merriam-Webster Online Dictionary, 2018)<\/li>\n<li>Middle school \u2013 a school usually including grades five to eight or six to eight (Merriam-Webster Online Dictionary, 2018)<\/li>\n<\/ul>\n<p><strong>Operational Definitions.<\/strong><br \/>\nThe following are the definitions of the terms in the way in which they are<br \/>\nused in the study.<\/p>\n<ul>\n<li>Flipped Classroom \u2013 Middle school students will be selected to participate in a classroom strategy that will allow them to be introduced to content at home by watching pre-recorded videos, and practice working through the material that they learned at home, in the classroom setting.<\/li>\n<li>Academic Achievement \u2013 Students will be given a pretest (T-Test) prior to the experimentation to assess overall cognitive achievement. Students will also be given a posttest (T-Test) once the experiment has concluded to compare the results. The test scores will be examined to determine if the flipped classroom method has any impact on academic achievement.<\/li>\n<li>Middle school \u2013 refers to schools that include students in grades 5-8 grades.<\/li>\n<\/ul>\n<h2>Chapter Two: Literature Review<\/h2>\n<h3>Theory<\/h3>\n<p>Finding new strategies to increase<br \/>\nacademic achievement in schools is an ongoing process that is always changing<br \/>\nand growing. Direct\/explicit classrooms place the teacher at the front of the<br \/>\nclass lecturing to his\/her students and then sending them home to complete their<br \/>\nhomework (Zupon, 2018). This direct\/explicit method of teaching may change as<br \/>\nflipped classrooms are being introduced. Reviewing literature pertaining to<br \/>\nflipped classrooms and the technology being used to flip the classroom will<br \/>\nhelp make it easier to understand if this new teaching model is just another<br \/>\nfad or one that should be used in more classrooms. (Zupon, 2018)<\/p>\n<p>Bruce, Hughes, and Somerville (2012)<br \/>\nsay that most information literacy programs do not \u201calways extend attention to<br \/>\nhelping students engage with content through their information use processes\u201d<br \/>\n(p. 523). This is why it is so important to understand what educational methods<br \/>\nwork for 21<sup>st<\/sup> Century Learners. Understanding academic achievement<br \/>\nand student enrichment is part of the process. Direct\/explicit teaching methods<br \/>\nmay no longer be as effective as they once were, in today\u2019s technology enriched<br \/>\nsociety. (Zupon, 2018)<\/p>\n<h3>Studies Directly Related<\/h3>\n<p><strong> <\/strong>In a review of literature, research shows that using the flipped classroom model, can increase academic achievement. According to Shultz, Duffield, Rassmussen, and Wagermen, students who participated in a flipped classroom approach performed higher statistically than those who did not receive instruction through the flipped classroom.(2014) They found that in the study that they conducted, most students had a positive perception about the flipped classroom. Participants felt that the ability to pause, rewind, and review lectures, was a positive as well as increased individualized learning and increased teacher availability. (Shultz, Duffield, Rassmussen, and Wagermen, 2014)<\/p>\n<p>In another study conducted by Mazen and Hamaidi (2018), students who were in fourth-grade during the second term of the 2015-2016 academic school year, who attended private schools in Amman, Jordan, participated. The researchers selected a purposive sample consisting of 44 female and male students in the fourth-grade (22 experimental, 22 control). To achieve equalization in the two groups, the participants in the study were randomly assigned into two separate groups based on their academic achievement from the previous school year. (2014-2015) The experimental group, was taught using the flipped classroom method, \u00a0this group included 22 students (11 male, 11 female), and the control group included 22 students (12 male, 10 female) who were taught using the traditional teaching methods. (Mazan and Hamaidi, 2018) A pretest was administered to both the control group and the treatment group before the experiment began. A posttest was then administered to both groups after the experiment concluded, that covered the material that was taught over the course of 45 days.\u00a0 The results of the study showed that most students had positive attitudes towards a flipped classroom model and had an increase in academic achievement test scores.<\/p>\n<h3>Studies Tangentially Related<\/h3>\n<p>Additional studies have also been conducted that examine the effects that a flipped classroom have on student attitudes. In the study conducted by Saglam and Arslan (2018), research found that students who participated in the flipped classroom approach had more positive attitudes towards the subject that was being taught than in the traditional classroom setting. Participants stated that \u201cthe flipped classroom is a fun and flexible method that enhances the learning permanence and facilitates learning.\u201d(Saglam and Arslan, 2018) Using the flipped classroom method, students could become individualized and be responsible for their own learning, enabling them to work wherever and whenever they wanted. (Saglam and Arslan, 2018)<\/p>\n<p>In summary, research indicates that using the flipped classroom method, does increase academic achievement. Through experimental research, this teaching method has provided an engaging, fun, and creative way for students to learn, while increasing their academic achievement. It also allows for students to take responsibility for their own learning and work at their own pace. \u00a0The flipped classroom method will give teachers a chance to present material in a new way that keeps up with today\u2019s technology enhanced society and allows the students to be fully engaged in the material that they are learning.<\/p>\n<h2>Chapter Three: Procedures<\/h2>\n<h3>Study Design<\/h3>\n<p>This<br \/>\nstudy consists of a randomized pretest-posttest control group design. Two<br \/>\ngroups of subjects are used \u2013 a control group and a treatment group \u2013 that will<br \/>\nbe selected at random. The treatment group will be receiving the flipped<br \/>\nclassroom instruction, while the control group receives instruction using the<br \/>\ntraditional teaching methods. A pretest will be used to produce data on<br \/>\nacademic achievement before the experiment is conducted. A posttest will be<br \/>\nused at the conclusion of the experiment and will produce data that will be<br \/>\ncompared to the pretest data.<\/p>\n<h3>Sample<\/h3>\n<p>The<br \/>\nresearch study contains a sample of 60 school students who attend middle<br \/>\nschool, ranging between the ages of 10 and 14, spread throughout fifth through<br \/>\neighth grades in DeKalb County, Alabama. These students will be chosen at<br \/>\nrandom from a pool of 200 students. The makeup of the random sample includes<br \/>\nthe following ethnicities: Caucasians, African-Americans, Hispanics, and Indians.<br \/>\nOf the 60 students selected, 30 will be male and 30 will be female.<\/p>\n<h3>Instruments<\/h3>\n<p>The<br \/>\ninstrument that will be used to conduct this study will be the t-test. The t-test<br \/>\n(also called Student\u2019s T Test) compares two averages (means) and tells if the<br \/>\naverages are different from each other. The t-test also shows how significant<br \/>\nthe differences are. The t-test show if those differences could have happened<br \/>\nby chance or not. (Statistics How To, 2018)<\/p>\n<p>The<br \/>\nt-test will be used for both the pretest and the posttest. Specified teachers<br \/>\nwill administer the test before the experiment begins and again when the<br \/>\nexperiment concludes. Scoring will be computer entry scored using a specific<br \/>\nscore reporting system. The scores will be interpreted by the researcher to see<br \/>\nif there is an increase in academic achievement scores from pretest to posttest<br \/>\nconsisting of quantitative analysis using the following:<\/p>\n<ul>\n<li>Subtest scale scores<\/li>\n<li>Area and total test<br \/>\nstandard scores<\/li>\n<li>Percentile ranks<\/li>\n<\/ul>\n<p>In<br \/>\nthis study, the internal consistency will be measured using the split-half<br \/>\nreliability method to evaluate scores on several of the same students on the<br \/>\nt-test within a nine-week period. To ensure stability for the t-test, the<br \/>\nresearcher will arrange to give the assessment twice.\u00a0 The second time will take place after a nine-week<br \/>\nperiod and be given to the experimental group and the control group.\u00a0 The researcher hopes to eradicate errors of<br \/>\nmeasurement within the statistical results.<\/p>\n<p>In<br \/>\norder to check for validity, the results of the t-test will be compared to the<br \/>\nscores after the nine-week period, and also with the comparison group receiving<br \/>\nregular classroom instruction.<\/p>\n<h3>Procedure<\/h3>\n<p>In<br \/>\nOctober of the 2018-2019 school year, 60 middle school students will be<br \/>\nselected to participate in this experiment. Each of the 60 students selected<br \/>\nwill be given the t-test (pretest) to measure their overall cognitive<br \/>\nachievement. The 60 students will be divided into two separate groups through random<br \/>\nassignment. Each group will contain 30 students. There will be a control group<br \/>\nand an experimental group. The experimental group will receive instruction<br \/>\nusing the flipped classroom method. The control group will receive instruction<br \/>\nusing the traditional classroom method. A posttest will be given nine weeks after<br \/>\nthe experiment begins to both groups.<\/p>\n<p>The<br \/>\nexperimental group will receive instruction using the flipped classroom method,<br \/>\nwhere the middle school student will be introduced to new content and material<br \/>\nat home, through the use of pre-recorded videos and technology. Once the<br \/>\nstudents have received the material at home, they will practice what they have<br \/>\nlearned in the classroom setting at school for the nine week period.\u00a0 <\/p>\n<h3>Internal Validity<\/h3>\n<p>Subject characteristics, testing, and subject attitude may pose a threat to the internal validity of the study. Careful consideration of these threats and strategies to control for them will help in limiting the threat that they may pose.\u00a0 The following paragraphs below describe each of the potential threats and provide an explanation of the how the threats will be attempted to be controlled. <\/p>\n<p>Subject Characteristics pose a threat because the groups may be different according to gender, motivation, IQ, socioeconomic status, and attitudes.\u00a0 In order to attempt to control this threat, random assignment will be used in selection of the groups as well as, maintaining an equal number of the males and females chosen for both groups. A large random sample will also help with this threat.<\/p>\n<p>Testing<br \/>\nis a threat because it may produce a practice effect for students.\u00a0 An attempt to control this by giving the<br \/>\npretest to both groups at the same time and same day, while assuming that the<br \/>\npretest has an equal effect on both groups.<\/p>\n<p>Subject Attitude is a threat because if participants are aware that they are in a study, they may alter their behavior. If the comparison group knows that the experimental group is receiving the material at home, before hand and they are not, it may affect post test scores.\u00a0 An attempt to control this is by searching for ways to provide regular class instruction that will be unique, fun, and original. A large random sample will also help with this threat.<\/p>\n<h3>External Validity<\/h3>\n<p>This study may be generalized to all middle school students who live in low to mid-range socioeconomic areas, in the range of 10-14, in DeKalb County, Alabama because the sample represents this population. The results cannot be generalized to any other setting because the sample size is not big enough.<\/p>\n<h2>References<\/h2>\n<p>Bruce, C., Hughes, H. M., &amp; Somerville, M. M. (2012). Supporting informed learners in the twenty-first century. Library Trends, (3), 522. Retrieved from <a href=\"https:\/\/muse-jhuedu.libproxy.stcloudstate.edu\/journals\/library_trends\/v060\/60.3.bruce.html\" target=\"_blank\" rel=\"noopener\">https:\/\/muse-jhuedu.libproxy.stcloudstate.edu\/journals\/library_trends\/v060\/60.3.bruce.html<\/a><\/p>\n<p>Investopedia, T-Test (2018) Retrieved from<br \/>\n<a href=\"https:\/\/www.investopedia.com\/terms\/t\/t-test.asp\" target=\"_blank\" rel=\"noopener\">https:\/\/www.investopedia.com\/terms\/t\/t-test.asp<\/a><\/p>\n<p>Mazen E., Hamaidi, D. (2018). The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan. International Journal of Emerging Technologies in Learning (iJET). 13. 110. 10.3991\/ijet.v13i02.7816.<\/p>\n<p>Sa\u011flam, D and Arslan, A. (2018). The Effect of Flipped Classroom on the Academic Achievement and Attitude of Higher Education Students. World Journal of Education. 8. 170. 10.5430\/wje.v8n4p170<\/p>\n<p>Shultz, D., Duffield, S., Rassmussen, S., Wagemen, J. (2014). Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students. Journal of Chemical Education 91,9, 1334-1339 Retrieved from <a href=\"https:\/\/pubs.acs.org\/doi\/abs\/10.1021\/ed400868x\" target=\"_blank\" rel=\"noopener\">https:\/\/pubs.acs.org\/doi\/abs\/10.1021\/ed400868x<\/a><\/p>\n<p>Zupon, K., \u201cFlipped Classrooms and Student Achievement\u201d (2017). Culminating Projects in Information Media. 13. <a href=\"http:\/\/repository.stcloudstate.edu\/im_etds\/13\" target=\"_blank\" rel=\"noopener\">http:\/\/repository.stcloudstate.edu\/im_etds\/13<\/a><\/p>\n<h2>Appendix A<\/h2>\n<p><strong>Consent Form<\/strong><\/p>\n<p><strong>Research<br \/>\nProposal Title<\/strong>: The Impact of a<br \/>\nFlipped Classroom on Academic Achievement in Middle School.<\/p>\n<ol>\n<li><strong>What is the purpose of the study? <\/strong>The purpose of this study is to examine the impact of a flipped classroom on academic achievement in middle school students.<\/li>\n<li><strong>How was I chosen to participate? <\/strong>You were randomly selected from a pool of 200 students in your school.<\/li>\n<li><strong>What will be involved in participating in the study? <\/strong>You may be asked to receive instruction through the flipped classroom method. The flipped classroom method will allow you to learn new content and material at home, through the use of pre-recorded videos and technology. Once you have reviewed the material at home, you will practice what you have learned in a school setting.<\/li>\n<li><strong>What risks and benefits are associated with participation in the study? <\/strong>This is a low-risk study. However, dependent upon how much you review the material at home, you may not experience the same types of discussions and activities as others participating in the study. In benefit, you may find a new way to learn material and content that can be engaging and exciting. <\/li>\n<li><strong> What are my rights as a respondent?<\/strong> You may ask any questions regarding the research, and they will be answered completely.\u00a0 Your participation in the study is voluntary; you may withdraw from the study at any time.<\/li>\n<li><strong>What will be published after the study is complete?\u00a0 <\/strong>Following the completion of this research proposal, I plan to maintain my records for use in future publications and scholarly presentations.\u00a0 I plan to publish my findings as articles in professional journals, with the ultimate goal of publishing a book or a chapter in a book.<\/li>\n<li><strong>If I want more information, whom can I contact about the study? <\/strong>This study has been approved by the University.\u00a0 This board can be contacted through the office. <\/li>\n<\/ol>\n<p><strong>\u00a0__________________________\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<br \/>\n___________________________________<\/strong><\/p>\n<h2>Appendix B<\/h2>\n<p><strong>Permission<br \/>\nto Conduct Research<\/strong><\/p>\n<p>Dear ,<\/p>\n<p>I am submitting my request to you to perform an educational research project with the sole purpose of ascertaining whether or not a flipped classroom affects the achievement test scores of learners in grades fifth through eight. If the outcome of the study shows growth in test\u00a0 scores for the learners, the results could lead to a more enjoyable method of\u00a0 providing and receiving instruction for both teachers and learners. With permission from you, the study will occur between the dates of October 4, 2018 and November 29, 2018.<\/p>\n<p>Obviously, this project will prove beneficial to the school system as a whole, if the results show an increase in learner test scores over the scores obtained while being taught using traditional teaching methods. Please review the enclosed material and give your consent to this research proposal<\/p>\n<p>Sincerely,<\/p>\n<h3>Appendix C<\/h3>\n<p><strong><em>AUTHORIZATION FOR A MINOR TO<br \/>\nSERVE<\/em><\/strong><\/p>\n<p><strong><em>AS A SUBJECT IN RESEARCH <\/em><\/strong><\/p>\n<p>I authorize the service of _____________________ as a subject in the research investigation entitled: The Impact of a Flipped Classroom on Academic Achievement in Middle Schools.<\/p>\n<p>The purpose of the research procedure and the known risks have been explained to me. I understand that _____________________ will be given a preservice explanation of the research study and that he\/she may decline to serve. Further, I understand that he\/she may withdraw his\/her service in this research at any time he\/she chooses.<\/p>\n<p>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I understand the known<br \/>\nrisks of the study include the possibility of achievement scores not increasing.<\/p>\n<p>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I understand also that<br \/>\nit is not possible to identify all potential risks in an experimental procedure,<br \/>\nand I believe that reasonable precautions have been taken to minimize both the<br \/>\nknown and the potential but unknown risks.<\/p>\n<p> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I agree further to indemnify and hold harmless the University and its agents and employees from any and all liability, actions, or causes of actions that may accrue to the subject minor as a result of his\/her activities for which this consent is granted.<\/p>\n<p>Witness_____________________________ Signed_____________________________<\/p>\n<p>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (parent<br \/>\nor guardian) <\/p>\n<p>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Date_______________________________<\/p>\n<h2>Appendix D<\/h2>\n<p>Instrument<\/p>\n<h3>Basic Information<\/h3>\n<p>The instrument used to generate data for this study is the T-Test. A t-test is an analysis framework used to determine the difference between two sample means from two normally distributed populations with unknown variances. A t-test is an analysis of two populations means through the use of statistical examination; researchers commonly use a t-test with two samples with small sample sizes, testing the difference between the samples when they do not know the variances of two normal distributions. A t-test looks at the t-statistic, the t-distribution and degrees of freedom to determine the probability of difference between populations; the test statistic in the test is the t-statistic. To conduct a test with three or more variables, one must use an analysis of variance. (T-Test Investopedia, 2018)<\/p>\n<h3>Statistical Analysis of the T-Test<\/h3>\n<p>The formula used to calculate the<br \/>\ntest is a ratio: The top portion of the ratio is the easiest portion to calculate and understand as it is the difference between the<br \/>\nmeans or averages of the two samples. The lower half of the ratio is a measurement of the<br \/>\ndispersion, or variability, of the scores. The bottom part of this ratio is the<br \/>\nstandard error of the difference. To compute this part of the ratio, one must determine the<br \/>\nvariance for each sample and divide by the number of individuals comprising the sample or<br \/>\ngroup. These two values are then added together, and a square root is taken of the<br \/>\nresult. (T-Test Investopedia, 2018)<\/p>\n<h3>Scoring<\/h3>\n<p>The<br \/>\nT-Test will be used for both the pretest and the posttest. Specified teachers<br \/>\nwill administer the test before the experiment begins and again when the<br \/>\nexperiment concludes. Scoring will be computer entry scored using a specific<br \/>\nscore reporting system. The scores will be interpreted by the researcher to see<br \/>\nif there is an increase in achievement scores from pretest to posttest<br \/>\nconsisting of quantitative analysis using the following:<\/p>\n<ul>\n<li>Subtest scale scores<\/li>\n<li>Area and total test<br \/>\nstandard scores<\/li>\n<\/ul>\n<p>Percentile ranks<\/p>\n<h3>Reliability and Validity<\/h3>\n<p> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Through research, the T-Test has been found to be reliable and valid when only using two sample groups.\u00a0 Therefore, the T-Test was chosen, instead of the ANOVA test that compares more than two large sampling groups.<\/p>\n<p> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In this study, the split-half reliability method will be used to evaluate the scores on several of the same students on the T-Test within the nine-week period. To measure the validity, the scores of the pretest, of the experimental group,<br \/>\nwill be compared to the their scores of the posttest.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>The Impact of a Flipped Classroom on Academic Achievement in Middle School Abstract In order to create a more engaging, technology enhanced, learning environment for all students, schools have started to look at different methods and strategies to use while teaching. By changing up traditional teaching procedures and focusing on collaborative learning supported by prior [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7086],"tags":[9845,5294,9887,9867,9888,9889,9890,9886,9885],"class_list":["post-74973","post","type-post","status-publish","format-standard","hentry","category-assignments","tag-1-dissertation-writing-service-in-uk","tag-bishops-writing-bureau","tag-cn","tag-create-a-paper-using-the-following-criteria","tag-homework-help-assignment-answers","tag-in-1050-word-essay","tag-in-a-4-to-6-page-essay","tag-in-a-page-paper-assignment","tag-write-an-essay-in-words"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/74973","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/comments?post=74973"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/74973\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/media?parent=74973"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/categories?post=74973"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/tags?post=74973"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}