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

被引：15

作者：

Carter, Christina L. ^{[1
]}

Carter, Randolph L. ^{[2
]}

Foss, Alexander H. ^{[3
]}

机构：

[1] Buffalo State Coll, Buffalo, NY 14222 USA

[2] Univ Buffalo, Buffalo, NY USA

[3] Sandia Natl Labs, Livermore, CA 94550 USA

来源：

AERA OPEN | 2018年 / 4卷 / 01期

关键词：

flipping the classroom; pedagogy; collaborative learning; active learning; linear mixed model; missing data; stereotype threat; complete case analysis; video lectures;

D O I：

10.1177/2332858418759266

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页数：14

共 36 条

[11] Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? [J].