TEST PAPER SARAH BENSON

Brief Paper ID: 51059

Abstract: The purpose of this study was to examine the academic performance of English Language Learners who received flipped instruction in an algebra course at a newcomer high school, and to investigate ELL perceptions of flipped learning. Results indicate that students of this study were engaged with flipped instruction, were motivated to learn algebra, believed flipped instruction was effective, and enjoyed the course structure more than a traditional classroom. Results also indicate that students enrolled in the flipped course performed slightly higher than their ELL peers who received traditional instruction.

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