Abstract
This mixed methods study aimed to assess student engagement during the flipped model of instruction in two seventh-grade English language arts (ELA) classrooms. Implementation of the flipped model required students (n=183) and teachers (n=2) to use digital technology via a website and teacher-made videos. It compared student perceptions during a flipped unit to those same students’ perceptions during a traditionally taught unit. A hybrid embedded design and case study interviews were used to assess students’ cognitive, emotional, and behavioral engagement. Data analysis revealed that overall student engagement decreased in the flipped unit and that students were divided in their reactions to the flipped method with one student poignantly writing on the survey, “Just don’t bore us to death.” This work is significant in that it is among the first to examine whether course content matters when utilizing the flipped method and whether student engagement in the traditional ELA curriculum is unique due its emphasis on discussion and holistic assessment.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Moran, C. M. (2018). “Just Don’t Bore Us To Death”: Seventh Graders’ Perceptions of Flipping a Technology-Mediated English Language Arts Unit. Middle Grades Review, 4(1). https://scholarworks.uvm.edu/mgreview/vol4/iss1/5