Improving Performance in a Large Flipped Barrier Mathematics Course: A Longitudinal Case Study

Autor/inn/en	Bego, Campbell Rightmyer; Ralston, Patricia A. S.; Thompson, Angela Knight
Titel	Improving Performance in a Large Flipped Barrier Mathematics Course: A Longitudinal Case Study
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 7, S.1916-1933 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bego, Campbell Rightmyer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1850899
Schlagwörter	Student Improvement; Academic Achievement; Large Group Instruction; Barriers; Mathematics Education; Learner Engagement; Instructional Effectiveness; Student Attitudes; Lecture Method; Kentucky (Louisville) + Suchen Sie Ihr Suchwort? Schulleistung; Mathematische Bildung; Unterrichtserfolg; Schülerverhalten
Abstract	Flipped classrooms are increasingly popular due to improvements in online technology and expected benefits in student engagement and learning. Although research has increased dramatically in the last 10 years, few studies have assessed the effectiveness of flipping large enrollment, barrier mathematics courses. Creating a comprehensive flipped classroom learning experience that includes high quality in-class activities can be particularly challenging in large classrooms, especially when implemented for the first time. However, improving engagement and learning in these courses would be particularly helpful in improving STEM graduation rates. This paper describes a longitudinal analysis of student performance and opinions in a differential equations course over three years with three different instructional strategies: traditional lecture, initial flipped, and revised flipped. We found that flipping the course reduced withdrawal rates and improved pass rates, but the initial iteration reduced exam performance. We then observed a positive change in exam performance and student opinion from the initial to the revised flipped course. We conclude that the flipped classroom can be effective in large mathematics courses required for STEM degrees, although it may not be possible to see all benefits in an initial implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01