Using Supplemental Teaching Materials Package in Flipped Classroom to Foster Active Collaborative Learning for Calculus

The current practice of teaching Calculus is based on conventional lecturing and tutorials. Lecturers use visual aids in the form of presentation slides, whiteboard writing and visualizers. Interactive class activities are occasionally initiated by individual lecturers to encourage participation, but the overall lessons remain very much teacher-centred. In this study, a package of supplemental teaching materials integrating problem-based and student-centered learning approaches was proposed to improve both teaching and learning quality. The flipped lessons have encouraged active students engagement both in class and outside of the classroom. The findings indicate a slight increment of student performance which is most likely due to the limited time to familiarize with the new package and learning approaches. Some practical issues, probable causes and action items are discussed for futher improvement.