Improving Disadvantaged Students' Learning at a Chilean University, via an Intensive "Flipped Class" Approach

• In Event: 18.034 - Student Success in Different Contexts: The Roles of Pedagogy, Data, and Instructors

Abstract

At a Chilean university, achievement grades of students taught under an intensive “flipped-class” scheme, versus those under traditional teaching, were compared, on an experimental/control group design. Comparability of naturally occurring groups was verified at the onset, using both parametric as well as non-parametric tools. Group members were students from disadvantaged settings, that having failed a First Semester core course, took it again under the described conditions The treatment group showed significantly higher grades on the semester of the study and also better retention figures, over time, than the control. After comparing them over three more semesters, when they were both taught under traditional methods, no significant differences were evident, although treatment groups results were higher than those of the control.

Authors

• J. Enrique Froemel, Universidad Autonoma de Chile

• Ernesto Schiefelbein, Universidad Autonoma de Chile

• Paulina Schiefelbein

• Noel McGinn

• Alberto Lecaros