Three Unique Approaches to Introductory Biology: A Comparison of the Attitudes and Academic Outcomes of Underrepresented Groups

• In Event: Leveraging Institutional Resources to Enhance the Experiences and Outcomes of Diverse Students

Abstract

The present study observed 10 course sections of introductory biology (N = 3,706) taught with three distinct methods (flipped, blended, and traditional) in fall of 2014 and 2015. The flipped method of teaching was associated with a .13 standard deviation increase in course grade (p < 0.01) and the students were 20% more likely to take the next course in the sequence. Student interviews reveal compelling stories of underrepresented students pursuing majors in STEM (science, technology, engineering, and math). We present the experiences of first generation, ethnic minority, and transfer students in these settings to explain the positive student outcomes in the flipped format.

Authors

• Meghan Macias, University of California - Irvine

• Lynn C Reimer, University of California - Irvine

• Amanda Nili, University of California - Irvine

• Mark Warschauer, University of California - Irvine