WHAT FACTORS CONTRIBUTE TO STUDENT SUCCESS IN PRECALCULUS FLIPPED CLASSROOMS.
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| Title: | WHAT FACTORS CONTRIBUTE TO STUDENT SUCCESS IN PRECALCULUS FLIPPED CLASSROOMS. |
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| Authors: | Obielodan, Florence F.1 ffobielo@buffalo.edu, Ji-Won Son1 jiwonson@buffalo.edu |
| Source: | Conference Papers -- Psychology of Mathematics & Education of North America. 2022, p1043-1051. 9p. |
| Subject Terms: | *Mathematics students, *Academic achievement, *Flipped classrooms, *Academic motivation, Precalculus |
| Abstract: | Flipped instruction has been flaunted as a pedagogical strategy that supports improved learning and retentive abilities of students. Nevertheless, one of the twin challenges reported in the literature, students' failing to complete preparatory work, impedes the efficacy of the model. Thus, learners' motivation and attitude to work are essential for the successful implementation of the constructivist learning-centric approach. Yet very few studies have examined the connections between students' motivation and achievement goals in flipped instruction. To address the current gap, this study investigated the relationship between students' motivation beliefs, flipped method, and achievement in precalculus using pre- and post-course surveys collected from 32 undergraduates. Both motivation beliefs and flipped instruction influenced academic achievement positively in the course and were moderated by students' efforts. [ABSTRACT FROM AUTHOR] |
| Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160749498 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: WHAT FACTORS CONTRIBUTE TO STUDENT SUCCESS IN PRECALCULUS FLIPPED CLASSROOMS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Obielodan%2C+Florence+F%2E%22">Obielodan, Florence F.</searchLink><relatesTo>1</relatesTo><i> ffobielo@buffalo.edu</i><br /><searchLink fieldCode="AR" term="%22Ji-Won+Son%22">Ji-Won Son</searchLink><relatesTo>1</relatesTo><i> jiwonson@buffalo.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2022, p1043-1051. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Precalculus%22">Precalculus</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Flipped instruction has been flaunted as a pedagogical strategy that supports improved learning and retentive abilities of students. Nevertheless, one of the twin challenges reported in the literature, students' failing to complete preparatory work, impedes the efficacy of the model. Thus, learners' motivation and attitude to work are essential for the successful implementation of the constructivist learning-centric approach. Yet very few studies have examined the connections between students' motivation and achievement goals in flipped instruction. To address the current gap, this study investigated the relationship between students' motivation beliefs, flipped method, and achievement in precalculus using pre- and post-course surveys collected from 32 undergraduates. Both motivation beliefs and flipped instruction influenced academic achievement positively in the course and were moderated by students' efforts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America 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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 1043 Subjects: – SubjectFull: Mathematics students Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Precalculus Type: general Titles: – TitleFull: WHAT FACTORS CONTRIBUTE TO STUDENT SUCCESS IN PRECALCULUS FLIPPED CLASSROOMS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Obielodan, Florence F. – PersonEntity: Name: NameFull: Ji-Won Son IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2022 Type: published Y: 2022 Titles: – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America Type: main |
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