Eltam journal no 2 8th eltam iatefl tesol international biannual conference managing teaching and learning

Test scores. To assess student achievement, I used the results for quizzes and tests from both 
the 1
st
and 2
nd
Module. After comparing the results, it could not be concluded that flipping the 
classroom was tied to increased overall academic performance. On the 1
st
Module quizzes and 
test students’ average grade was 68% and on the 2
nd
Module quizzes and test students average 
grade was 72%. Like I mentioned before, this grade does not show that students got 
significantly better grades on the flipped than in a non-flipped classroom. But I can confidently 
conclude that flipping the classroom did not hurt overall academic performance. 
Survey. To better understand the effects the flipped classroom model had on the learning 
environment, I gave the students a survey. The survey contained 16 statements scored on a five-
point Likert scale, and two additional questions. For each statement, students specified whether 
they strongly disagreed, disagreed, had no opinion or were neutral, agreed, or strongly agreed. 
The two questions at the end of the survey addressed the positive and negative themes 

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associated with the flipped classroom model. Survey items were designed to address the 
research questions involving student engagement and collaboration. Few of the questions were 
asked to gai
n an insight into students’ perception of learning and academic achievement while 
the classroom was flipped. Additional questions also addressed how students watched the 
videos. 
For items 1-10 and 15-16, agree and strongly agree choices indicate positive student perceptions 
toward the learning environment during the flipped classroom implementation, collaboration 
and engagement. Negative student perceptions are reflected in disagree and strongly disagree 
choices. The neutral choice shows no preference or no perceived change. Items 1-10 and 15-16 
can be found in Tables 1-3. Items 11-14, included in Table 4, addressed characteristics specific 
to how videos were watched. These items were not in connection with the research questions, 
but were included in the survey because they provided useful information.