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

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Feb 21st, 8:15 AM Feb 21st, 10:00 AM

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.