The Impact of Instructional Practices on Conceptual Calculus Learning: An Item Response Theory–Based Differential Item Functioning Study

• In Event: Examining Flipped Classroom Learning Environments

Abstract

This study leverages differential item functioning (DIF) to seek evidence of the claim that “flipped-classroom” instruction, interactive-engaged (IE) instruction in particular, advantages students of equal mathematical ability in conceptual knowledge tests, the Calculus Concept Inventory (CCI), in particular. CCI responses from two large undergraduate populations sharing a curricular emphasis but instructed using different methodologies are compared. An IRT-based DIF analysis of these responses (based on a 2PL model and a data-generated anchor set) finds (unbalanced) DIF favoring students taught by IE-trained instructors in about 10% of the items. We propose possible explanations for the apparent mild bias favoring the IE-group, and discuss our results and methods within the framework of other recent studies relating knowledge and instruction in STEM disciplines.

Author

• Guadalupe Lozano, The University of Arizona