The purpose of this exploratory, mixed-methods study was to compare student performance in flipped and non-flipped sections of Calculus I. The study also examined students’ perceptions of the flipping pedagogy. Students in the flipped courses reported spending, on average, an additional 1-2 hours per week outside of class on course content. Students enrolled in the flipped sections also performed better than students from the non-flipped sections on the common final exam. A follow-up examination of Calculus II grades revealed a statistically significant difference in course grades between these two groups of students.
CITATION STYLE
Schroeder, L. B., McGivney-Burelle, J., & Xue, F. (2015). To flip or not to flip? An exploratory study comparing student performance in calculus i. PRIMUS, 25(9), 876–885. https://doi.org/10.1080/10511970.2015.1050617
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