國立虎尾科技大學 |

Teaching Students with Dyslexia Using the Flipped Classroom Method.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teaching Students with Dyslexia Using the Flipped Classroom Method./
作者:	Bergstresser, Melody B.
面頁冊數:	1 online resource (97 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355610444

Teaching Students with Dyslexia Using the Flipped Classroom Method.
Bergstresser, Melody B.

Teaching Students with Dyslexia Using the Flipped Classroom Method. - 1 online resource (97 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

Includes bibliographical references

The purpose of this quantitative study was to examine if using the flipped classroom method was effective when teaching students with dyslexia relative to students taught using traditional methods. A flipped classroom is a method of teaching where the teacher provides notes, lectures, and videos for students to view outside of the classroom, generally for homework. Class time is then freed up for hands-on activities, guided discussion, and question/answer sessions. The specific problem this study examined was whether using a flipped classroom teaching method was effective at engaging and motivating students and increasing performance when teaching students with dyslexia and the results were compared to students with dyslexia in a traditional classroom. In the study, a control group of 43 students who were not involved in a flipped classroom and a treatment group of 92 students who were involved in a flipped classroom, all who have dyslexia completed a survey examining their motivation and engagement. Motivation and engagement were measured using the Motivation and Engagement Scale (Martin, 1999). Performance was measured by comparing grades among the treatment and control groups. To examine if the differences were statistically different, a one-way MANOVA was conducted. Box's M was not significant (M (66, 82571) =64.16, p =. 649) which confirmed that the co-variances between the dependent variables were equal among the groups (i.e. flipped vs. non-flipped) for each dependent variable. Overall, the data showed no significant difference among performance, motivation, or engagement when teaching students with dyslexia using the flipped classroom compared to a traditional teaching method. Recommendations are to continue to explore various teaching styles and strategies that may help students with dyslexia. A flipped classroom can be used to teach students with dyslexia and additional studies should be conducted to determine if there are any significant benefits to using the flipped classroom that were not explored in this study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355610444Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Teaching Students with Dyslexia Using the Flipped Classroom Method.
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504 $a Includes bibliographical references
520 $a The purpose of this quantitative study was to examine if using the flipped classroom method was effective when teaching students with dyslexia relative to students taught using traditional methods. A flipped classroom is a method of teaching where the teacher provides notes, lectures, and videos for students to view outside of the classroom, generally for homework. Class time is then freed up for hands-on activities, guided discussion, and question/answer sessions. The specific problem this study examined was whether using a flipped classroom teaching method was effective at engaging and motivating students and increasing performance when teaching students with dyslexia and the results were compared to students with dyslexia in a traditional classroom. In the study, a control group of 43 students who were not involved in a flipped classroom and a treatment group of 92 students who were involved in a flipped classroom, all who have dyslexia completed a survey examining their motivation and engagement. Motivation and engagement were measured using the Motivation and Engagement Scale (Martin, 1999). Performance was measured by comparing grades among the treatment and control groups. To examine if the differences were statistically different, a one-way MANOVA was conducted. Box's M was not significant (M (66, 82571) =64.16, p =. 649) which confirmed that the co-variances between the dependent variables were equal among the groups (i.e. flipped vs. non-flipped) for each dependent variable. Overall, the data showed no significant difference among performance, motivation, or engagement when teaching students with dyslexia using the flipped classroom compared to a traditional teaching method. Recommendations are to continue to explore various teaching styles and strategies that may help students with dyslexia. A flipped classroom can be used to teach students with dyslexia and additional studies should be conducted to determine if there are any significant benefits to using the flipped classroom that were not explored in this study.
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