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The study used 81 students receiving face-to-face instruction and 73 receiving flipped instruction, with all participants completing pre- and post-assessments. Flipped classroom students also completed a perception survey about their experiences. Analysis of variance found no performance differences and no interactions by gender or ability, while survey results indicated strong enjoyment, with many students reporting increased engagement and motivation.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluating-flipped-versus-face-to-face-classrooms-in-middle-school-on-science-achievement-and-student-perceptions/599950/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluating-flipped-versus-face-to-face-classrooms-in-middle-school-on-science-achievement-and-student-perceptions/599950.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What did students report about their experiences with the flipped classroom?","Question",{"text":112,"@type":113},"Most students reported enjoying the flipped model, and large percentages indicated increased engagement and motivation under flipped instruction.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},599950,1792166533,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":41},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions  \nErin Stratton  \nTennessee Tech University, TN, USA  \nORCID: 0000-0001-7520-6992  \nGeorge Chitiyo  \nTennessee Tech University, TN, USA  \nORCID: 0000-0002-0264-6513  \nAllen M. Mathende  \nTennessee Tech University, TN, USA  \nORCID: 0000-0002-7261-0065  \nKrista M. Davis  \nTennessee Tech University, TN, USA  \nORCID: 0000-0003-2198-4822  \nReceived: 26 Sep 2019 Accepted: 21 Oct 2019 Published: 14 Nov 2019  \nAbstract  \nThe purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction.  \nKeywords: flipped classroom, seventh grade, perceptions, face-to-face instruction  \nINTRODUCTION  \nEducation in the United States has changed drastically in the last decade. There is an increased prevalence of technology use in the classroom, allowing teachers and students to do things they never dreamt of before. Given that today’s students are digital natives, Groff (2013) reports that many educators are finding traditional learning environments needing to be enhanced to be more engaging to students. Traditional learning approaches have been defined as teachercentered instructional delivery methods where the teacher gives the students information, and the students are recipients of the information (Jony, 2016) . Lenhart (2015) found that 87% of teens reported having computer access at home. Additionally, 73% had access to a smartphone.  \nIf kids are already using this technology, it makes sense for educators to leverage this to the students’ benefit. Jony (2016) found that traditional learning approaches made students passive participants in the learning process, and thus, called for more student-centered approaches in which students take responsibility of their learning by “choos[ing] how they will learn, and how they will assess their own learning”(p. 172) .  \nEducators––both in K-12 and post-secondary––are looking for new ways to use the technology that is now available to them. Many argue that traditional methods do not reach today’s learners (Agnello, Pikas, Agnello, & Pikas, 2011) . One method of providing instruction that has become more common in recent years is the concept of the flipped classroom. There are many variations of flipped learning/instruction; one of the more common models is blended learning. As described by Garrison and Kanuka (2004), blended learning is the “integration of classroom faceto-face learning experiences with online learning experiences”(p. 96) . Flipping the classroom literally flips the traditional model of education on its head, moving content transmission outside of the classroom and moving practice activities that would traditionally be done at home, into the classroom, where the “expert,” or teacher, is there to provide additional support (Bergmann & Sams, 2015) . A carefully implemented flipped classroom has the potential to encourage students to be active participants in their own learning rather than merely being passive consumers of the information (Hunley, ","cbCaij0Giv5L0wYs","https://ap.wps.com/l/cbCaij0Giv5L0wYs","pdf",281875,12,"English","# Introduction\n## The Practice of Flipping the Classroom","[{\"question\":\"What did students report about their experiences with the flipped classroom?\",\"answer\":\"Most students reported enjoying the flipped model, and large percentages indicated increased engagement and motivation under flipped instruction.\"}]","Evaluating Flipped Versus Face-to-face Classrooms in Middle School on Science Achievement and Student Perceptions | PDF",1792089746]