Flipping the precalculus classroom.
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| Title: | Flipping the precalculus classroom. |
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| Authors: | Collins, Benjamin V. C.1 collinbe@uwplatt.edu |
| Source: | International Journal of Mathematical Education in Science & Technology. Jul2019, Vol. 50 Issue 5, p728-746. 19p. |
| Subject Terms: | *Classroom activities, *Classroom design & construction, *Teaching, Precalculus, Undergraduate education |
| Abstract: | The flipped classroom is becoming a popular course structure in many academic disciplines, but particularly in STEM disciplines, including mathematics. Considerable research has addressed potential advantages and challenges of teaching a flipped course, as well as examining students' attitudes towards the flipped classroom. Studies on students' academic performance in a flipped classroom remain relatively scarce, and have shown mixed results. This paper reports on a study using a flipped classroom design, combined with interleaved practice, in a 5-credit precalculus course at a regional 4-year university. I evaluated the students' performance on the final exam compared to a similarly sized random sample of students from non-flipped sections of the same course. This evaluation was done by a single-blind student research assistant, to reduce researcher bias. I also tracked students success in the calculus sequence. Since grades in subsequent courses were determined by other instructors, they should also be free of researcher bias. I found the students in the flipped sections performed better on the final, with the difference being statistically significant. I found that the percentage of students completing subsequent calculus courses with a or better was not significantly different between the students coming from the flipped and the non-flipped sections of precalculus. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The flipped classroom is becoming a popular course structure in many academic disciplines, but particularly in STEM disciplines, including mathematics. Considerable research has addressed potential advantages and challenges of teaching a flipped course, as well as examining students' attitudes towards the flipped classroom. Studies on students' academic performance in a flipped classroom remain relatively scarce, and have shown mixed results. This paper reports on a study using a flipped classroom design, combined with interleaved practice, in a 5-credit precalculus course at a regional 4-year university. I evaluated the students' performance on the final exam compared to a similarly sized random sample of students from non-flipped sections of the same course. This evaluation was done by a single-blind student research assistant, to reduce researcher bias. I also tracked students success in the calculus sequence. Since grades in subsequent courses were determined by other instructors, they should also be free of researcher bias. I found the students in the flipped sections performed better on the final, with the difference being statistically significant. I found that the percentage of students completing subsequent calculus courses with a or better was not significantly different between the students coming from the flipped and the non-flipped sections of precalculus. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0020739X |
| DOI: | 10.1080/0020739X.2018.1535098 |
