Flipped Calculus: A Study of Student Performance and Perceptions

Abstract

Flipping the classroom refers to moving lectures outside of the classroom to incorporate other activities into a class during its standard meeting time. This pedagogical modality has recently gained traction as a way to center the learning on students in mathematics classrooms. In an effort to better understand the efficacy of this approach, we implemented a controlled study at a small liberal arts college. We compared two sections of the entry-level course applied multivariable calculus I, with one section taught in a traditional lecture-based format and the other taught as a flipped classroom. During our study, we collected and analyzed data related to student performance, as well as perceptions of the approach and attitude toward mathematics in general. Students in both classes scored similarly on graded components of the course, and the majority of students were comfortable with the format of each section. However, some student perceptions and study habits differed.

Pre-service teachers’ achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes

“…Furthermore, in this study, the instructor was able to monitor the flipped group's performance and comprehension during in-class activities and immediately clarify any misunderstandings or confusionwhich might be one of the reasons for the achievement of the flipped learning group in line with previous research (Bergmann & Sams, 2012;Berrett, 2012;Findlay-Thompson & Mombourquette, 2014;Ziegelmeier & Topaz, 2015). In addition to these, the pre-service teachers interacted with the instructor out of class by using social media or Edmodo, and the instructor could help them anytime they needed.…”

“…In addition to these, in this study, the inclusion of student response systems like Kahoot and Socrative might have motivated students and increased their performance, as also stated by Guess (2008). Cohn and Fraser (2015) stated that the inclusion of computer applications during instruction increased students' understanding and retention; also, as stated by Ziegelmeier and Topaz (2015), they are a way to check students' knowledge to keep them up to date with course material and encourage them to watch the videos before the face-to-face segment of the course. In this way, the involvement of students who used student response systems increased and they could self-evaluate their level of understanding of the material (Martyn, 2007).…”

“…Many studies have indicated insignificant differences in student learning when flipped learning is implemented (Butzler, 2014;Clark, 2013;Davies et al, 2013;Findlay-Thompson & Mombourquette, 2014;McLaughlin et.al, 2013;Ramaglia, 2015;Ziegelmeier & Topaz, 2015). The reason for this may be the different design processes implemented by different flipped learning researchers.…”

“…We live in the technology era when different groups such as politicians, administrators, parents and concerned people or groups want to have clear and straightforward evidence that students are truly learning in higher education institutions (Berrett, 2012). The actions of higher education institutions have been inspected carefully for the efficient use of class time and assessment techniques (Ziegelmeier &Topaz, 2015). Instructors are seen not as the sage on the stage but as the guide by the side (Baker, 2000).…”

“…Furthermore, according to the Horizon 2014 report, education paradigms are shifting and instruction includes the use of technology through online and blended learning by benefitting from the principles of collaborative learning (Johnson, Adams Becker, Estrada, & Freeman, 2014). For this reason, various educational researchers have proposed flipped learning, an active teaching-learning approach (Zappe, Leicht, Messner, Litzinger, & Lee, 2009;Ziegelmeier & Topaz, 2015).…”