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Achievement and Engagement in Flippe...

Clinkenbeard, Jennifer Elyse.

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Achievement and Engagement in Flipped Versus Traditional College Algebra and Pre-Calculus Courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Achievement and Engagement in Flipped Versus Traditional College Algebra and Pre-Calculus Courses./
作者:	Clinkenbeard, Jennifer Elyse.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	299 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10261996
ISBN:	9781369781052

Achievement and Engagement in Flipped Versus Traditional College Algebra and Pre-Calculus Courses.
Clinkenbeard, Jennifer Elyse.

Achievement and Engagement in Flipped Versus Traditional College Algebra and Pre-Calculus Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 299 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2017.

Mathematics courses in college algebra and pre-calculus have long been considered "bottleneck" courses having high enrollment demand but low success rates. This study investigated the impact of flipping these classes with respect to key student outcomes. The study took place at California State University, Fullerton, an urban public university comprised of about 40,000 students. Approximately 20,000 historical student records over a five year period were analyzed together with more than 1,000 student questionnaires completed during the fall 2015 semester, representing a 68% response rate. Students for this study did not self-select into either group as there was no indication of the type of class in which they had enrolled until the first day of classes. Identical course exams/assessments, grading rubrics, and semester grading scales were used in both the traditional and flipped class sections.

ISBN: 9781369781052Subjects--Topical Terms:

641129
Mathematics education.

Achievement and Engagement in Flipped Versus Traditional College Algebra and Pre-Calculus Courses.
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245 1 0 $a Achievement and Engagement in Flipped Versus Traditional College Algebra and Pre-Calculus Courses.
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300 $a 299 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: David E. Drew.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2017.
520 $a Mathematics courses in college algebra and pre-calculus have long been considered "bottleneck" courses having high enrollment demand but low success rates. This study investigated the impact of flipping these classes with respect to key student outcomes. The study took place at California State University, Fullerton, an urban public university comprised of about 40,000 students. Approximately 20,000 historical student records over a five year period were analyzed together with more than 1,000 student questionnaires completed during the fall 2015 semester, representing a 68% response rate. Students for this study did not self-select into either group as there was no indication of the type of class in which they had enrolled until the first day of classes. Identical course exams/assessments, grading rubrics, and semester grading scales were used in both the traditional and flipped class sections.
520 $a Significant differences between the flipped and traditional groups were observed in pass rates, course grades, and common exam scores, favoring the flipped groups in both college algebra and pre-calculus. Students in flipped sections were twice as likely to complete the course as compared to their traditional counterparts. Mean course grades for flipped sections for both courses were always at or above the "C" level threshold, while traditional sections were below this threshold in four out of the six one-semester class sections.
520 $a Quantitative analysis techniques were appropriate to use for these data. Techniques included descriptive statistics, t-tests, ANOVA, bivariate correlation, stepwise multiple linear regression, binary logistic regression, factor analysis with varimax rotation, structural equation modeling, and decomposition of bivariate covariation.
520 $a Overall, comparable groups of students in flipped classes earned significantly higher grades than did those in traditional classes when given the identical exams/assessments. Analyses with respect to gender revealed that there was a significant gap in academic achievement between male and female students in traditional classes, with females outperforming males. However, in the flipped groups, achievement for male students improved to match that of the females. High school GPA, perceived math ability, and perception of overall course experience were the best direct predictors for academic achievement in both college algebra and pre-calculus. For instructors that taught in both models any significant differences favored that instructor's flipped groups. There were no significant differences between flipped and traditional students on background measures, including high school GPA and math SAT score.
520 $a In summary, this study found strong evidence that the flipped model of instruction can have a positive impact on student engagement and achievement for college algebra and pre-calculus students.
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