Date of Graduation

5-2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Laura Kent

Committee Member

Shannon Dingman

Second Committee Member

Kathleen Collins

Third Committee Member

Wen-Juo Lo

Fourth Committee Member

Nama Namakshi

Keywords

Active Learning, Active Learning in Large Section Classes, Flipped Classroom, Flipped Large Section Calculus Class, Flipped Large Section Class, Instructional Design, Undergraduate Calculus

Abstract

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.

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