Does Flipping Precalculus Improve Student Learning or Attitudes?
Conference Tracks
Teaching Practices (Poster Only) – Analysis, synthesis, reflection, and discussion
Abstract
We describe the impact of flipping a college-level precalculus course on student learning and attitudes, which were measured using exam performance and the pre/post application of a validated survey instrument. We found that the flipped classes outperformed the control group, taught via interactive lecture, in all but the first exam. Both cohorts reported a decrease in their enjoyment of mathematics through the semester, with the flipped cohort reporting a significantly larger decline in their perceived value of mathematics. Changes in self confidence suggest that the flipped students had a more accurate assessment of their knowledge.
We describe the impact of flipping a college-level precalculus course on student learning and attitudes, which were measured using exam performance and the pre/post application of a validated survey instrument. We found that the flipped classes outperformed the control group, taught via interactive lecture, in all but the first exam. Both cohorts reported a decrease in their enjoyment of mathematics through the semester, with the flipped cohort reporting a significantly larger decline in their perceived value of mathematics. Changes in self confidence suggest that the flipped students had a more accurate assessment of their knowledge.
Session Format
Poster
1
Location
Harborside Ballroom East
Recommended Citation
Gentle, Adrian P. and Wilding, William, "Does Flipping Precalculus Improve Student Learning or Attitudes?" (2020). SoTL Commons Conference. 85.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/85
Does Flipping Precalculus Improve Student Learning or Attitudes?
Harborside Ballroom East
We describe the impact of flipping a college-level precalculus course on student learning and attitudes, which were measured using exam performance and the pre/post application of a validated survey instrument. We found that the flipped classes outperformed the control group, taught via interactive lecture, in all but the first exam. Both cohorts reported a decrease in their enjoyment of mathematics through the semester, with the flipped cohort reporting a significantly larger decline in their perceived value of mathematics. Changes in self confidence suggest that the flipped students had a more accurate assessment of their knowledge.
We describe the impact of flipping a college-level precalculus course on student learning and attitudes, which were measured using exam performance and the pre/post application of a validated survey instrument. We found that the flipped classes outperformed the control group, taught via interactive lecture, in all but the first exam. Both cohorts reported a decrease in their enjoyment of mathematics through the semester, with the flipped cohort reporting a significantly larger decline in their perceived value of mathematics. Changes in self confidence suggest that the flipped students had a more accurate assessment of their knowledge.
