ERIC Number: EJ1194192
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2332-8584
EISSN: N/A
The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students
Carter, Christina L.; Carter, Randolph L.; Foss, Alexander H.
AERA Open, v4 n1 Jan-Mar 2018
The purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = 0.02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < 0.01) and 1.0 points among Whites (p = 0.67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < 0.01) and -1.6 in flipped sections (p = 0.39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < 0.01). Flipping the classroom was associated with improved student performance, particularly among Black students.
Descriptors: Educational Technology, Technology Uses in Education, Homework, Video Technology, Mathematics Instruction, College Mathematics, College Students, Program Effectiveness, Racial Differences, Mathematics Achievement, Ethnicity, Gender Differences, Student Financial Aid
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (Buffalo)
Identifiers - Assessments and Surveys: SAT (College Admission Test)
Grant or Contract Numbers: N/A