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Increasing Active Learning and Achie...

King, Kimberly.

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Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model./
Author:	King, Kimberly.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	118 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29161663
ISBN:	9798834073222

Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model.
King, Kimberly.

Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 118 p.

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ph.D.)--University of Arkansas, 2022.

This item must not be sold to any third party vendors.

University Calculus I courses serve as a means of access into high demand STEM fields and large lecture style passive calculus courses can be difficult for students. A mixed methods research design was used to compare a flipped instructional approach to a traditional lecture approach in large section Calculus I courses. The flipped lecture model required students to view videos of calculus instruction that included embedded quiz questions to allow for problem solving explorations during face-to-face class time. The traditional format included content from the video and limited time for additional problem solving. A professor with prior experience teaching Calculus I taught both sections. The results showed that students in the flipped class scored significantly higher on the final exam than the students in the traditional class. Student pass rates in the two Calculus I courses were found to be significantly affected by the lecture type, sex, race, and college affiliation. According to a logistic regression model, students who were in the flipped section had increased odds of passing Calculus I compared to the students in the traditional section. The students and instructor identified benefits and challenges of the flipped lecture model that are included in the results. Through the flipped lecture model, increased time was spent on active learning and student outcomes were improved in a large lecture calculus course.

ISBN: 9798834073222Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Active learning

Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model.
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245 1 0 $a Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 118 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
500 $a Advisor: Kent, Laura.
502 $a Thesis (Ph.D.)--University of Arkansas, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a University Calculus I courses serve as a means of access into high demand STEM fields and large lecture style passive calculus courses can be difficult for students. A mixed methods research design was used to compare a flipped instructional approach to a traditional lecture approach in large section Calculus I courses. The flipped lecture model required students to view videos of calculus instruction that included embedded quiz questions to allow for problem solving explorations during face-to-face class time. The traditional format included content from the video and limited time for additional problem solving. A professor with prior experience teaching Calculus I taught both sections. The results showed that students in the flipped class scored significantly higher on the final exam than the students in the traditional class. Student pass rates in the two Calculus I courses were found to be significantly affected by the lecture type, sex, race, and college affiliation. According to a logistic regression model, students who were in the flipped section had increased odds of passing Calculus I compared to the students in the traditional section. The students and instructor identified benefits and challenges of the flipped lecture model that are included in the results. Through the flipped lecture model, increased time was spent on active learning and student outcomes were improved in a large lecture calculus course.
590 $a School code: 0011.
650 4 $a Mathematics education. $3 641129
650 4 $a Higher education. $3 641065
650 4 $a Instructional design. $3 3172279
653 $a Active learning
653 $a Active learning in large section classes
653 $a Flipped classroom
653 $a Flipped large section calculus class
653 $a Flipped large section class
653 $a Undergraduate calculus
690 $a 0280
690 $a 0745
690 $a 0447
710 2 $a University of Arkansas. $b Curriculum & Instruction. $3 2095142
773 0 $t Dissertations Abstracts International $g 84-01A.
790 $a 0011
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29161663