ACTION RESEARCH
As part of my Action Research in the EDTC program, I conducted a case study exploring how flipped classroom strategies influence student motivation and academic success. Using survey data from high school to PhD-level students, the project combined quantitative and qualitative insights to assess how pre-class learning and in-class engagement affect outcomes. The results showed strong positive effects on both motivation and performance, highlighting the flipped model’s potential to foster active, student-centered learning across educational levels.
AECT Rubric Evaluation
AECT 5.2
Candidates apply research methodologies to solve problems and enhance practice.
This Action Research Project used a mixed-methods approach to investigate the impact of flipped classroom models on student motivation and academic performance. The study involved the collection and analysis of both qualitative and quantitative data using surveys administered to participants across high school, undergraduate, graduate, and doctoral levels. Descriptive statistics and thematic coding were applied to uncover trends, enabling the researcher to draw evidence-based conclusions and offer practical recommendations for enhancing student-centered learning environments.
AECT 5.3
Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
The project was guided by two clear research questions addressing the effects of flipped learning on motivation and academic achievement. These questions were grounded in a comprehensive review of scholarly literature, including existing studies on autonomy, active learning, and self-regulated instruction. The research framework ensured that findings were systematically compared with established evidence, validating the flipped model as an effective strategy for engaging learners.
AECT 5.4
Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.
Ethical research practices were followed throughout the project. Participants provided informed consent and were assured of anonymity and confidentiality. The online survey protocol was approved in alignment with academic ethical standards. Additionally, the study clearly communicated participants’ rights to withdraw at any point, ensuring transparency and respect for their autonomy in compliance with institutional research procedures.
ISTE Rubric Evaluation
ISTE 4-C
Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
This Action Research Project explored flipped classroom strategies that promote accessibility and engagement across varied learner levels, from high school to doctoral education. The instructional approach allowed students to engage with materials at their own pace, promoting autonomy and inclusive learning. The study emphasized how flipped classrooms can be adapted to support diverse needs, particularly by incorporating flexibility and pre-class preparation that aligns with learner preferences and characteristics.
ISTE 4-B
Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
The study used both formative and summative assessment methods through Likert-scale surveys and open-ended reflections. These tools captured students’ perceptions of motivation and performance and offered insights into how pre-class materials and active in-class participation can support self-regulated learning. The findings underscore how digital tools can personalize instruction and foster timely feedback loops in flipped environments.
ISTE 5-C
Evaluate the impact of professional learning and continually make improvements to meet schoolwide vision for high-impact teaching and learning.
The project documented students’ learning experiences and compared them to findings in existing literature, highlighting the effectiveness of flipped models in promoting active learning and deeper engagement. These insights provide actionable feedback for educators aiming to improve instruction through technology integration and student-centered practices.
ISTE 6-B
Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.
By analyzing both quantitative data (motivation/performance scores) and qualitative responses (themes such as engagement, autonomy, and challenges), this study offers a well-rounded interpretation of student experiences. The dual-method approach helps educators understand learner outcomes and use data-driven insights to refine instructional strategies for better individual and group support.