CHI TIẾT NGHIÊN CỨU …
Tiêu đề
The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students
Tác giả
Carter C.L.; Carter R.L.; Foss A.H.
Năm xuất bản
2018
Source title
AERA Open
Số trích dẫn
12
DOI
10.1177/2332858418759266
Liên kết
Tóm tắt
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 = .02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < .01) and 1.0 points among Whites (p = .67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < .01) and –1.6 in flipped sections (p = .39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < .01). Flipping the classroom was associated with improved student performance, particularly among Black students. © The Author(s) 2018.
Từ khóa
active learning; collaborative learning; complete case analysis; flipping the classroom; linear mixed model; missing data; pedagogy; stereotype threat; video lectures
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Nơi xuất bản
SAGE Publications Inc.
Hình thức xuất bản
Article
Open Access
All Open Access; Gold Open Access
Nguồn
Scopus