A Flipped Class to Support the Success of At-Risk Students
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| Title: | A Flipped Class to Support the Success of At-Risk Students |
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| Language: | English |
| Authors: | Li Li Voon, Siow Hoo Leong, Chin Ying Liew |
| Source: | Student Success. 2024 15(1):59-72. |
| Availability: | Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | At Risk Students, Flipped Classroom, Academic Achievement, Undergraduate Students, Calculus, College Mathematics, Early Intervention, Scheduling, Screening Tests, Mathematics Materials |
| ISSN: | 2205-0795 |
| Abstract: | Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1418385 |
| Database: | ERIC |
| Abstract: | Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class. |
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| ISSN: | 2205-0795 |
