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

2.
Methodology
In order to analyze the effects of the flipped classroom model, I compared a flipped classroom 
with a non-flipped classroom. By comparing the two methods of teaching I was able to find 
some of the effects the flipped method had on my classroom. The participants in the research 
were my sixth grade students who have studied English as a second language for 5 years in a 
traditional non-flipped classroom. In order to compare the two methods of teaching I decided 
to teach the 1
st
Module from the course (19 lessons) using the traditional method of teaching 
and then teach the 2
nd
Module (19 lessons) using the flipped classroom model.
I first gathered data from a traditional non-flipped classroom so that I would have a baseline 
data with which to compare the flipped classroom. These lessons were designed with normal 
classroom events such as lectures, exercises, and other activities. I recorded students’ 
participation and engagement in class using check lists. For homework students were given 
practice exercises about the material covered in class. Homework completion was also 
recorded. Students had to complete 2 master quizzes during the 1
st 
Module. At the end of the 
module they completed the Module test 1 and the results were noted.
Following the implementation of the traditional non-flipped classroom for the 1
st
Module I 
implemented the flipped classroom for the 2
nd
Module. I created a website 
(
www.teacherljubicaflippedclassroom.weebly.com
) where I uploaded the Tutorials for the 
module. So for homework, students were assigned to watch 5 to 10 minute video lectures or 

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PowerPoint presentations followed by online exercises in a Google form prior to coming to 
class. At the end of each Google form, students had to complete 2 additional questions (What I 
understood the most? What I am still confused about?) which gave me a better insight if students 
need it additional help from me in class. Once students arrived in class, they were split into 3 
groups according to the results from the Tutorial exercises. The first group was comprised from 
students who completely understood the material and could work on additional exercises alone 
without my help. The second group was comprised from students who did well on the exercises 
but still needed additional help from me by asking me additional questions or explanations 
about the material. After 5- to 10-minute discussions, students continued working 
collaboratively or individually on the rest of the given exercises. The third group was comprised 
from students who had problems understanding the material and students who didn’t watch the 
Tutorial before class. Because of the available time in class now I was able to work 1-on-1 with 
this group of students. During time spent working on exercises students were placed in strategic 
pairs or “buddies” and pairs were combined to form larger groups of four students. While 
working students were instructed to work with their buddy then check answers with their larger 
group of four. During the implementation of the flipped classroom model, the results from the 
5 online Tutorials were recorded for each student as well as the results from 2 master quizzes 
students had to complete during the Module. At the end of the 2
nd
Module students completed 
the Module test 2 and the results were noted.