Comparing Student Motivation and Performance Between a Flipped and Traditional College Calculus Class

• In Event: 18.073 - Poster Session 3
  In Poster Session: 18.073-8 - Harvesting the Sun's Energy, Learning by Doing: Increasing Undergraduate Students' Confidence, Motivation, and Knowledge Gains

Abstract

Flipped classrooms have become a popular method for increasing student engagement and academic outcomes in college courses. Typically, flipped classrooms require students to complete course readings and lectures ahead of time, leaving more time for the instructor to conduct in-class activities. We investigated the effectiveness of flipped instruction in a college calculus course, comparing achievement and motivation between students in flipped and traditional versions of the same course. We found no differences in final course grade between flipped and traditional formats. There were significant relationships between motivation and final course grade, as well as changes in motivation between pre- and post- surveys.

Authors

• Mariela Janet Rivas, University of California - Irvine

• Teomara Rutherford, University of Delaware

• Fernando Rodriguez, University of California - Irvine

• Mark Warschauer, University of California - Irvine