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Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model./
作者:	King, Kimberly.
面頁冊數:	1 online resource (118 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9798834073222

Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model.
King, Kimberly.

Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model. - 1 online resource (118 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ph.D.)--University of Arkansas, 2022.

Includes bibliographical references

University Calculus I courses serve as a means of access into high demand STEM fields and large lecture style passive calculus courses can be difficult for students. A mixed methods research design was used to compare a flipped instructional approach to a traditional lecture approach in large section Calculus I courses. The flipped lecture model required students to view videos of calculus instruction that included embedded quiz questions to allow for problem solving explorations during face-to-face class time. The traditional format included content from the video and limited time for additional problem solving. A professor with prior experience teaching Calculus I taught both sections. The results showed that students in the flipped class scored significantly higher on the final exam than the students in the traditional class. Student pass rates in the two Calculus I courses were found to be significantly affected by the lecture type, sex, race, and college affiliation. According to a logistic regression model, students who were in the flipped section had increased odds of passing Calculus I compared to the students in the traditional section. The students and instructor identified benefits and challenges of the flipped lecture model that are included in the results. Through the flipped lecture model, increased time was spent on active learning and student outcomes were improved in a large lecture calculus course.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798834073222Subjects--Topical Terms:

1148686
Mathematics education.
Subjects--Index Terms:

Active learningIndex Terms--Genre/Form:

554714
Electronic books.

Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model.
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520 $a University Calculus I courses serve as a means of access into high demand STEM fields and large lecture style passive calculus courses can be difficult for students. A mixed methods research design was used to compare a flipped instructional approach to a traditional lecture approach in large section Calculus I courses. The flipped lecture model required students to view videos of calculus instruction that included embedded quiz questions to allow for problem solving explorations during face-to-face class time. The traditional format included content from the video and limited time for additional problem solving. A professor with prior experience teaching Calculus I taught both sections. The results showed that students in the flipped class scored significantly higher on the final exam than the students in the traditional class. Student pass rates in the two Calculus I courses were found to be significantly affected by the lecture type, sex, race, and college affiliation. According to a logistic regression model, students who were in the flipped section had increased odds of passing Calculus I compared to the students in the traditional section. The students and instructor identified benefits and challenges of the flipped lecture model that are included in the results. Through the flipped lecture model, increased time was spent on active learning and student outcomes were improved in a large lecture calculus course.
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