Disaggregated General Chemistry Grades Reveal Differential Success among BIPOC Students in Partial Flipped Team Learning Classrooms

Autor/in	Almeida, Karen H.
Titel	Disaggregated General Chemistry Grades Reveal Differential Success among BIPOC Students in Partial Flipped Team Learning Classrooms
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.259-267 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almeida, Karen H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00401
Schlagwörter	College Students; Chemistry; Grades (Scholastic); Minority Group Students; Science Achievement; Flipped Classroom; Cooperative Learning; Science Activities; Science Tests; Teaching Methods; Questioning Techniques; Misconceptions; Academic Persistence; African American Students; School Holding Power; Hispanic American Students; Achievement Gains; STEM Education + Suchen Sie Ihr Suchwort? Collegestudent; Chemie; Notenspiegel; Flipped classrooms; Flip teaching; Inverted teaching; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Missverständnis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Achievement gain; Leistungssteigerung; STEM
Abstract	US colleges and universities have known for decades that higher percentages of racial and ethnic subgroups leave STEM majors, contributing to racial inequality in STEM professions. Many interventions have been developed, yet the disparity persists. A partial flipped pedagogical model is presented for a General Chemistry 1 (GChem1) course that is delivered in a team learning format (PFTL). In the PFTL classroom, students are placed in diverse teams of 5-6 students who then work through activities and quizzes to engage with the material and to identify misconceptions. Using a Socratic lecture format as a baseline, students experiencing the PFTL format were less likely to withdraw and more likely to achieve grades sufficient to progress toward degree completion. The success of BIPOC and non-BIPOC groups using PFTL became evident by disaggregating BIPOC into subpopulations. PFTL instruction resonated with non-BIPOC and Black/African American (B/AA) students, who posted the greatest increases in course retention and overall success. The LatinX student response was more modest. LatinX withdrawals declined by 8% points compared to double-digit declines for non-BIPOC and B/AA students (14 and 33, respectively). Additionally, LatinX student success increased primarily in the C/D categories while B/AA and non-BIPOC student gains were in B/C categories. Overall, PFTL instruction supports student completion in GChem1. A deeper understanding of the student, faculty, and society perspectives that are driving these results will help to address the persistent grade disparity within STEM education. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01