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
Kent, Laura B.
Committee Member
Dingman, Shannon W.
Second Committee Member
Collins, Kathleen M. T.
Third Committee Member
Lo, Wen-Juo
Fourth Committee Member
Namakshi, Nama
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.
Citation
King, K. (2022). Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/4430
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons
