The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students

Autor/inn/en	Carter, Christina L.; Carter, Randolph L.; Foss, Alexander H.
Titel	The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students
Quelle	In: AERA Open, 4 (2018) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Educational Technology; Technology Uses in Education; Homework; Video Technology; Mathematics Instruction; College Mathematics; College Students; Program Effectiveness; Racial Differences; Mathematics Achievement; Ethnicity; Gender Differences; Student Financial Aid; New York (Buffalo); SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Mathematics lessons; Mathematikunterricht; Collegestudent; Rassenunterschied; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnizität; Geschlechterkonflikt; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung
Abstract	The purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = 0.02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < 0.01) and 1.0 points among Whites (p = 0.67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < 0.01) and -1.6 in flipped sections (p = 0.39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < 0.01). Flipping the classroom was associated with improved student performance, particularly among Black students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01