A Comparison Between Flipped and Lecture-Based Instruction in the Calculus Classroom

• In Event: Poster Session 5
  In Poster Session: Compressed, Flipped, Blended, and Online: Instructor Experiences With Alternative Teaching Formats

Abstract

The purpose of this study was to enhance students' mastery of course material in a second semester calculus course and assess the effectiveness of a traditional “lecture-based” instructional model compared to a modified “flipped classroom” model using a mixed method research design. Evaluation of effectiveness was measured by having students in all four courses take the same pre-post exams and participate in a survey to assess their opinion of each instructional model. Participants in the flipped course had similar content knowledge gains as the lecture-based course. Based on responses obtained in blinded student surveys, we found that the use of an online homework system and in-class quizzes were critical motivating factors that likely contributed to the increase in student performance.

Author

• Catherine Elizabeth Scott, University of North Carolina - Chapel Hill