Improving Student Preparation and Pass Rates in Flipped Multivariable Calculus with Low-Stakes, Daily Quizzes

Autor/inn/en	Johnson, Matthew T.; Stanhope, Shelby R.; Ferguson, Leann; Kim, Brandon; Jerome, Rita
Titel	Improving Student Preparation and Pass Rates in Flipped Multivariable Calculus with Low-Stakes, Daily Quizzes
Quelle	In: PRIMUS, 33 (2023) 7, S.714-728 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2163329
Schlagwörter	Academic Achievement; Flipped Classroom; Calculus; Tests; Student Motivation; School Holding Power; Undergraduate Students; Mathematics Education; Military Schools; Instructional Effectiveness; Student Participation; Student Attitudes; Colorado + Suchen Sie Ihr Suchwort? Schulleistung; Flipped classrooms; Flip teaching; Inverted teaching; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Examination; Prüfung; Examen; Schulische Motivation; Mathematische Bildung; Militärschule; Unterrichtserfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten
Abstract	Motivating students to watch pre-lesson videos to prepare for class is among the most significant challenges cited with flipped learning. We demonstrate boosting student preparation by up to 29% by implementing start-of-lesson quizzes. This is shown through the comparison of a flipped control group without the quizzes to flipped experimental groups including the quizzes. Results indicate daily, low-stakes quizzes can also reduce failure/withdrawal rates and help maintain student motivation to prepare for class. An 8% improvement in final exam scores was also found in comparison to the previous semester not including methods such as flipped learning. Statistically significant correlations were also found between student perceptions of the class and their video-viewing habits, homework completion and graded event scores. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01