ERIC Number: EJ1079632
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: N/A
Research on Flipping College Algebra: Lessons Learned and Practical Advice for Flipping Multiple Sections
Overmyer, Jerry
PRIMUS, v25 n9-10 p792-802 2015
This quantitative research compares five sections of College Algebra using flipped classroom methods with six sections using the traditional lecture/homework structure and its effect on student achievement as measured through a common final exam. Common final exam scores were the dependent variables. Instructors of flipped sections who had previous classroom experience with inquiry-based and cooperative learning methods had sections with statistically significant higher common final exam scores.
Descriptors: Mathematics Instruction, College Mathematics, Educational Technology, Technology Uses in Education, Video Technology, Homework, Teaching Methods, Comparative Analysis, Conventional Instruction, Lecture Method, Mathematics Achievement, Scores, Mathematics Tests, Inquiry, Cooperative Learning, Quasiexperimental Design, Statistical Analysis, Blended Learning
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A