Performance of Underprepared Students in Traditional versus Animation-Based Flipped-Classroom Settings

Autor/in	Gregorius, R. Ma.
Titel	Performance of Underprepared Students in Traditional versus Animation-Based Flipped-Classroom Settings
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 4, S.841-848 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gregorius, R. Ma.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C7RP00130D
Schlagwörter	Teaching Methods; Chemistry; Science Instruction; Animation; Blended Learning; Educational Technology; Technology Uses in Education; College Freshmen; Conventional Instruction; Withdrawal (Education); Grades (Scholastic); Academic Persistence; Program Effectiveness; Molecular Structure; Scientific Concepts; New York + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Studienanfänger; Kursabbruch; Notenspiegel
Abstract	Student performance in a flipped classroom with an animation-based content knowledge development system for the bottom third of the incoming first year college students was compared to that in a traditional lecture-based teaching method. 52% of these students withdrew from the traditionally taught General Chemistry course, compared to 22% in a similar course taught in a flipped classroom teaching method. Of the students who persisted in the course and obtained a grade, there was an increase in A's and B's as well as an increase in D's and F's for students taught in a flipped classroom teaching method when compared to those in the traditional setting. When the course that was initially taught in a flipped classroom method reverted to a traditional teaching method, students in that course generally performed worse than students who were in a traditionally taught course all throughout. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01