After examining and analyzing the results, it is evident that students averaged higher scores on their assessments in the flipped classroom method. The flipped classroom exhibited better assessment scores (direct services - averaging between 5.9-8.4% increase; inclusion services - averaging between 6.9-8.4% increase) when compared to both the traditional and remote learning models.
In the survey, students identified that they preferred the flipped classroom model the most. Their comments highlighted aspects of feeling like there was more time in class to ask questions and felt the learning was more individualized to their needs. All of the drawbacks that they listed could easily be addressed through new routines and a way to allow them to ask questions immediately. In their responses for the traditional and remote learning models, most of the drawbacks could be addressed by utilizing the flipped classroom model.
In order to enhance and generalize this study, I would make several recommendations. In order to make more accurate generalizations, collecting data over more units is needed. Therefore, this will lessen the possibility of skewed the data. An increase in sample size will show less weighted categories of data, thereby providing more accurate information. While this might not be possible within my role, that leads me to my final recommendation. Spreading the study to other schools and demographics will not only help with the generalization of statistics, but also could possibly help with the increase in sample size depending on the school’s population of students requiring specially designed instruction in math. If all these recommendations are implemented, then the next step in this process would be spreading this study to other academic areas, such as English, social studies, science, foreign language, etc.
Measuring the Effectiveness of Different Instructional Practices for Teaching Math Amongst the Mild/Moderate Special Education Population