Date of Award

Fall 2015

Degree Type

Certificate of Advanced Study


Educational Leadership


Michael K. Barbour


The purpose of this study was to explore eighth grade students’ perception of a flipped classroom environment. It is difficult to engage and motivate eighth grade students. This study was created in order to determine if a flipped classroom would spark more interest and therefore eventually lead to an increased ability. More specifically, this study investigated how students perceive their learning is progressing in a flipped math classroom, and how engaged are they using the technology compared to the traditional classroom setting. The classroom environment was switched to a flipped classroom at the start of a new unit in October. At the conclusion of the unit, three weeks later, a survey was administered to gauge students’ perceptions. The survey evaluated students’ perception of their learning, the time spent, use of videos and a few questions specific to the flipped classroom approach. Individual interviews were also conducted at the conclusion of the study. This approach provided students an opportunity to share their thoughts and opinions in their own words to gain a deeper understanding of their experiences. The findings of this study support the research regarding the benefits of a flipped classroom. Students in the eighth grade class felt that they were engaged and communicated more with the teacher than in the previous unit which was not flipped. Students responses to the surveys indicated that they enjoyed learning at their own pace and found the at home video learning beneficial.


A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Educational Leadership.



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