Comparing Student Motivation and Performance Between a Flipped and Traditional College Calculus Class
Authors: Mariela Janet Rivas, Teomara Rutherford, Fernando Rodriguez, Mark Warschauer
Presented at 2017 AERA
Abstract: Flipped classrooms have become a popular method for increasing student engagement and academic outcomes in college courses. Typically, flipped classrooms require students to complete course readings and lectures ahead of time, leaving more time for the instructor to conduct in-class activities. We investigated the effectiveness of flipped instruction in a college calculus course, comparing achievement and motivation between students in flipped and traditional versions of the same course. We found no differences in final course grade between flipped and traditional formats. There were significant relationships between motivation and final course grade, as well as changes in motivation between pre- and post- surveys.
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