Research, Teaching and

Learning 2

Assignment 2: Literature
Review

Helen Asokan
18042085

Western Sydney University

Group Focus:

Maintaining consistent student engagement in contemporary high schools

Research Question:

How is quality student engagement maintained in Science theory lesson with the
implementation of a ‘flipped classroom’ model?
Part A: Literature Review

Engagement within the classroom is one of the most researched topic in the field of educational
psychology. Multiple authors have concluded that when students are engaged in their learning, they become
increasingly motivated and achieve to the best of their ability (Sinatra, Heddy & Lombardi, 2015). Although
there are multiple suggestions on how to improve student engagement, this is continuing to be one of the
most challenging issues faced by teachers in contemporary high schools. The essence of engagement is
described as the student interaction between the teachers and their pedagogical methods before, during and
after lessons (Goodman, 2016). This paper will discuss how consistent student engagement can be
maintained in transitional lessons (i.e. theory/ practical) within science.

The Australian science curriculum stresses the importance of practical lessons in science as a crucial
component to advance the higher order thinking skills of the student. However, Abrahams and Millar
(2008), have argued that practical lessons are often less effective in getting the students to use the intended
scientific concept behind the physical work. Although they may seem engaged in the physical handling of
scientific objects, they are less likely to understand the actual ‘science’ and the analogy behind it. The
physical tasks are not explicit enough for students to make that connection or the link between what they
learnt and what they are doing (Abrahams & Millar, 2008). The theoretical analysis can sound daunting for
students, so how can teachers present such lessons while striving to maintain student engagement?

The 21st century offers a vast variety of work environments as more and more technology becomes
introduced to the classroom. Bormann (2014), explores the idea of a ‘flipped classroom’ model as pedagogy
and investigates the effectiveness on maintaining student engagement and accomplishment. The recent surge
in the affordable and easily accessible software applications have proven to provide the students with an
opportunity to view the content prepared for them by their teacher prior to coming to class or as homework
(Bormann, 2014). Herreid and Schiller (2013), found that students typically participate in classroom
discussions better when they have already reviewed the content prior to coming to class, thus motivating
them to put forward their perspectives on the topic. Case studies show that students enter classroom already
talking with their peers about the topics and remain engaged with the same level of enthusiasm throughout
the lesson (Herreid & Schiller, 2013). Science is a learning area that offers a variety of interesting concepts
that allows for ample research, debates and discussion within the classroom. The topic of ‘evolution’ is
probably the most controversial as it is centred around many debates, which is usually opened in classroom.
The teacher could essentially upload a video of a debate and request the class to begin a discussion or
another debate in the class (Herreid & Schiller, 2013). Although this type of activity maybe considered as
theoretical, Abrahams and Millar (2008), suggest that the discussion activity that takes place within the class
would be considered practical since they are applying knowledge to physically work through the concept
learnt. The idea of a ‘flipped classroom’ also facilitates student directed learning thus enabling them to apply
their knowledge to solving real world problems, which fulfils the needs of the Australian curriculum
(NESA, 2018). Active student engagement is necessary to clasp into students’ interests to be able to connect
with them emotionally. The flipped classroom offers an innovative approach to teaching and learning and is
considered one of the best ways to maintain student engagement in contemporary high schools (Herreid &
Schiller, 2013).

Student empowerment, which stems from the ownership to their own learning is one of the benefits
as described by Bormann (2014). Although students were initially reluctant to implement such a learning
tool, they did gradually become open to it as it produced itself to be relevant. Herreid and Schiller (2013)
emphasises that students were able to pace their learning to their needs and be more in control when they
were presented with ideas in class. The prior knowledge on the content or the concept covered, provided
students with the ability to be prepared and in regulate their learning (Bormann, 2014). Providing classroom
equity with various teaching strategies can present to be a challenge for teachers. Active learning strategies,
such as the ‘flipped classroom’ model can be used as an entry point into the conceptual material for students
(Tanner, 2013). Offering students their time online prior to coming class can also enhance their judgment
and decision making skills when it comes to bringing together research (Bormann, 2014). Allowing this time
for synthesis and evaluation in the classroom rather than doing the research promotes to enhance their higher
order thinking skills. The class time was used to provide students with consistent feedback and help to
improve their work (Bormann, 2014). Although there might be mixed responses with having to do work
prior to class, students will gradually see the benefit of class involvement and participation (Herreid and
Schiller 2013). Science concepts can be easier to digest when several teaching strategies are used, so that all
students receive the best learning environment as possible.

Classrooms should always explicitly be open to address issues of inclusivity and equity. As the
contemporary high school strives for more technological involvement in the learning, teachers and students
must learn to adapt to new strategies in the classroom. Upon further analysis of current research, the ‘flipped
classroom’ model has received an overall positive remark from surveys and case studies conducted in
classrooms (Bormann, 2014). The students remain engaged and motivated as the the quality of their learning
is developed and improved. Goodman (2016) also states that students greatly benefitted from ‘flipped
classroom’ model in preparation for their life outside of the classroom. They were able to piece key
information in authentic ways to better understand the concept taught in science. Although there are
financial and economic variables to consider for schools, it is implied that such an inclusion of the ‘flipped
classroom’ model has kept students engaged and thus, achieving to their full potential.
Part B: Data Collection Protocol

The data collection protocol consisted of an online survey that participants were required to
complete. The survey was also offered as a hard copy; in case the participant could not access it online. The
consent form (shown below), was provided to the participants prior to beginning the survey so that they are
aware of the process.

Student Survey: https://www.surveymonkey.com/r/59DJWT8

Teacher Survey: https://www.surveymonkey.com/r/5VZW77N

Refer to:
Appendix 1: Consent forms
Appendix 2: Student Survey
Appendix 3: Teacher Survey
Part C: Explanation

The design of the data collection protocol was adapted widely surrounding the research by Herreid
and Schiller (2013), where the authors elaborate on the beneficial notions surrounding the idea of a ‘flipped
classroom’. The aim of the study if to explore the effectiveness of implementing a ‘flipped classroom’
model as a regulated teaching strategy to cater to the contemporary developments of high school students.
Two surveys were created; one targeted at students and one targeted at the teachers. Their responses for this
survey has also been influenced by Herreid and Schiller (2013), however; where their responses were prolix,
the survey developed above requires short and Likert-type scales which is flexible and more precise than a
simple “yes” or “no” question. Although they do not address the concern of “why” for the ‘student survey’
particularly, the results are easier to compile to form a better understanding of the results. The ‘teacher
survey’ does address the issue of “why or why not they prefer the ‘flipped model’ over traditional
instruction” as open- ended questions so that the respondents can define some central concerns over the
challenges they have faced (Ponto, 2015).

Providing the questionnaire/ survey to the participants as an online or hard copy options offers them
a chance to choose which option they prefer. This proves to be cost effective and efficient as the participants
are able to make that choice to suit their needs (Ponto, 2015). The two sets of questions are specifically
targeted at either a student or teachers to get a better understanding of their experience with the ‘flipped
classroom’ model. They are developed in a chronological order to acquire a smooth and ordered response
from the participants. Targeted questions on accessibility and the effectiveness of a ‘flipped’ model towards
students to monitor their use of it can help the research on providing better resources and approach to
students who have issues. The student and teacher survey only has ten questions that are specifically
designed so that answers can be clear and concise and generally without bias (Jones, Baxter & Khanduja,
2013). Surveying is a distinctive way of collecting information from a sizeable group. Although there might
be some inconsistency in the validity of the responses, critical analysis of the results is necessary to obtain
the raw responses from participants.

The overall focus of the research group is “maintaining consistent student engagement in
contemporary high schools”. This qualitative research method will add to the focus topic as it considers the
perspectives of both teachers and students. Student learning and a positive learning environment in a
‘flipped classroom’ ultimately remains the centre of this research, therefore, it will be interesting to see what
students and teachers believe is effective and why.
References
Abrahams, I. & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical
work as a teaching and learning method in school science. International Journal of Science
Education, 30(14), 1945-1969. Doi: 10.1080/09500690701749305

Bormann, J. (2014). Affordances of flipped learning and its effects on student engagement and achievement
(PhD thesis). Retreived from:
https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1128&context=grp

Goodman, A. (2016). The manifestation of Student engagement in classrooms: A phenomenological case

study of how teachers experience student engagement and how it influences pedagogical decision
making (PhD thesis). Retreived from:
https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com.au/&httpsr
edir=1&article=3781&context=thesesdissertations

Herreid, C. F. & Schiller, N. A. (2013). Case studies and the Flipped Classroom. Journal of College Science
Teaching, 42(5), 62-66.

Jones, T. L., Baxter, M. A. J. & Khanduja, V. (2013). A quick guide to survey research. Annals of The Royal
College of Surgeons of England, 95(1), 5-7.

Mahmood, N. (2007). Student’s perception of their learning approach and relationship with level of
engagement in science lessons. Journal of Educational Sciences, 40(2), 93-112.

NSW Educations Standards Authority. (2018). Science 7-10. Retreived from:

https://syllabus.nesa.nsw.edu.au/science/

Ponto, J. (2015). Understanding and Evaluating Survey Research. Journal of the Advanced Practitioner
Oncology, 6(2), 168-171.

Sinatra, G., M., Heddy, B., C. & Lombardi, D. (2015). The challenges of defining and measuring student
engagement in science. Educational Psychologist, 50(1), 1-13. Doi:
10.1080/00461520.2014.1002924.

Tanner, K. D. (2013). Structure Matters: Twenty-one teaching strategies to promote student engagement and
cultivate class equity. Life Sciences Education, 12, 322-331.
Appendices

Appendix 1: Consent Forms

Appendix 2: Student Survey
Appendix 3: Teacher Survey