Improving performance in a large flipped barrier mathematics course: a longitudinal case study
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Campbell Rightmyer Bego [1] ; Patricia A. S. Ralston [1] ; Angela Knight Thompson [1]
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[1] University of Louisville
University of Louisville
Estados Unidos
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 7, 2022, págs. 1916-1933
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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 inclass 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.
