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ERIC Number: EJ1079632
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1051-1970
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.
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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