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ERIC Number: EJ1095785
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1087-0059
Flipping College Algebra: Effects on Student Engagement and Achievement
Ichinose, Cherie; Clinkenbeard, Jennifer
Learning Assistance Review, v21 n1 p115-129 Spr 2016
This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional course, despite no differences in demographics. Moreover, students in the flipped course reported greater gains in affective variables related to mathematics than did students in traditional courses. In addition, this study found evidence that the flipped course experience was especially impactful for Hispanic women.
National College Learning Center Association. Web site: http://www.nclca.org/tlar
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California