Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom

Abstract

In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were in the course and whether the instructor effectively facilitated learning. This article will draw on a variety of research to suggest reasons for these discrepancies and possible solutions to help improve student perception in learner-centered instruction.