Bridging the Achievement Gap: A Longitudinal Study of the Differentiated Lingering Effect of Flipped Instruction

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-10 - Studying Achievement in Math and Science

Abstract

Our study involved two lower-level Chemistry courses, Chem 51A & 51B, taught in five consecutive years from 2009 to 2013. Flipped instruction was introduced in Chem 51A since 2012. The effect of flipped instruction was examined using student exam scores in Chem 51B, which has always been taught using traditional lectures. Results indicated that for academically advantaged students, the effect of flipped instruction did not persist beyond the course where it was originally applied. However, flipped instruction had lingering effect on at-risk students who had failed Chem 51A at least once before. In effect, the achievement gap between advantaged and at-risk students was greatly reduced after the introduction of flipped instruction.

Authors

• Wenliang He, University of California - Irvine

• Renee Link, University of California - Irvine