Does the "Flipped Classroom" increase student understanding and proficiency? [Flipped Data Part 5 - Math Analysis Unit Q]

To see all data collected, please see the "FLIP Data" tab up top

After each assessment, I will be analyzing data from my 2011-2012 students in comparison with my 2010-2011 students.

 In 2010-2011, I did not "flip" my class.  All lessons were taught in class and all practice was done at home by students.  A very small amount of support videos were available to students near the end of the year, but were optional and only watched by a few students. (Math Analysis only; no videos available for Algebra 1).

In 2011-2012, I began trialing the flipped class in the first semester and fully flipped my class during the second semester.  This flipped classroom included all lesson instruction being done via video and most practice done in class.  Students were required to watch the lesson, write a summary, and ask a higher-order thinking question at home.  In class, students reviewed the lesson, answered their questions, and worked on practice.  Activities and methods were structured, but varied based on content and throughout the week to mix things up.

The only difference between the 2010-2011 school year was the flipped classroom.  All instruction, supplementary materials, quizzes, tests, practice assignments, online resources, teaching strategies, etc were identical. (Quizzes and tests had different questions, but same content and level of difficulty).

I am using a GoogleDocs Spreadsheet with formulas input to analyze my data.  I have looked back into my 2010-2011 gradebook to gather the information from all tests that year.   The only place that the data would be skewed is in the 2010-2011 class averages.  Students who failed the test but retook it had their score "excused" (erased from the average) and input in a different category.  Their original scores are no longer available.  Their original grades were input in the "F" category for this data analysis piece, but their scores do not factor into the class average, making the 2010-2011 averages seem slightly higher than they actually were.

Student demographics from both years were similar in terms of number of students, grade levels of students, and general class environment.

UNIT Q RESULTS (Math Analysis - Trigonometric Identities Part 1)

2010-2011: Class averages of 71.9% and 69.8%, for an overall average of 70.8%

2011-2012: Class averages of 74.1% and 79.1%, for an overall average of 76.5%

2010-2011: 40.2% (33out of 82) of my students received A's or B's 

2011-2012: 60.6% (43 out of 71) of my students received A's or B's

2010-2011: 39.0% (32 out of 82) of my students received D's or F's

2011-2012: 26.8% (19 out of 71) of my students received D's or F's

These numbers show that the use of the Flipped Classroom seemed to influence student test scores in a positive way.  

There was 5.7% increase in the class average on the test.  

There was a 20.3% increase in students scoring proficient (80% or above).  

There was a 12.3% decrease in students receiving failing (D/F) grades on the test.

Here is all of the data collected for this test via my GoogleDocs Spreadsheet: