Publication Date


Document Type


First Advisor

Hung, Wei-Chen

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment


Community colleges--Illinois; Flipped classrooms--Illinois; Algebra--Study and teaching (Higher)--Illinois; Motivation in education


The purpose of this study was to examine the effect of a flipped classroom learning environment on mathematics achievement and motivation. The study compared community college developmental algebra students in a flipped classroom environment versus those enrolled in traditional classroom environment during the spring 2016 semester. A total of 46 students participated in the 8-week study that was conducted in a comprehensive two-year community college located in Chicago's northwest suburbs. In the flipped classroom section, the instructor created online videos of his lectures, and students viewed them and took a short quiz prior to attending class. Students worked on problem-solving activities in class. Math achievement was compared between an intervention and comparison group using scores from the mid-term exam. Student motivation was compared between the intervention and comparison group using the Keller's Course Interest Survey (CIS) and Instructional Materials Motivation Survey (IMMS), and open-ended questions for the intervention group. The results indicated no statistically significant difference in motivation and math achievement between the intervention group (flipped classroom) and comparison group (traditional classroom). Also, the relationship between motivation and math achievement was not statistically significant. Finally, results showed that class type -- flipped classroom and traditional classroom did not moderate the effect of motivation on math achievement.


Advisors: Wei-Chen Hung.||Committee members: Pi-Sui Hsu; Thomas Smith.||Includes bibliographical references.||Includes illustrations.


vi, 154 pages




Northern Illinois University

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