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
Publication Type and Release Option
Event
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.
