Inverted pedagogy in second semester calculus

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study investigates the effects of applying an inverted classroom model in a second-semester calculus course at a large regional university in the southwest during the Spring of 2013. The sample consisted of four class sections with the same instructor, with a total of 173 students; two class sections were in the experimental group, whereas the other two sections served as a control group. In the experimental sections, students watched video lectures of the course content outside of class, and class time was dedicated to solving problems associated with the content. Learning gains and academic differences between the two groups were investigated by analyzing exam scores and homework grades. In addition a survey (Motivated Strategies for Learning Questionnaire) was used to measure the students’ motivational orientations and their use of various learning strategies. Results showed there was a significant difference between the two groups on conceptual portions of some exams, where the control group outperformed the experimental group. There were also some significant differences on some aspects of the survey. This paper will discuss the details of the instructional methods, the results of the data analysis, present reasons for the results, and make suggestions for further study.

Original languageEnglish (US)
Pages (from-to)892-906
Number of pages15
JournalPRIMUS
Volume25
Issue number9
DOIs
StatePublished - 2015

Fingerprint

Pedagogy
semester
Calculus
Group
Learning Strategies
student
homework
learning strategy
Questionnaire
learning
Data analysis
instructor
data analysis
video
classroom
Class
questionnaire
university
present

Keywords

  • Calculus
  • Flipped classroom
  • Inverted classroom
  • Inverted pedagogy

ASJC Scopus subject areas

  • Mathematics(all)
  • Education

Cite this

Inverted pedagogy in second semester calculus. / Kennedy, Ellie; Beaudrie, Brian P; Ernst, Dana C; St Laurent, Roy T.

In: PRIMUS, Vol. 25, No. 9, 2015, p. 892-906.

Research output: Contribution to journalArticle

@article{73a49caab17143d6a467838c695649a1,
title = "Inverted pedagogy in second semester calculus",
abstract = "This study investigates the effects of applying an inverted classroom model in a second-semester calculus course at a large regional university in the southwest during the Spring of 2013. The sample consisted of four class sections with the same instructor, with a total of 173 students; two class sections were in the experimental group, whereas the other two sections served as a control group. In the experimental sections, students watched video lectures of the course content outside of class, and class time was dedicated to solving problems associated with the content. Learning gains and academic differences between the two groups were investigated by analyzing exam scores and homework grades. In addition a survey (Motivated Strategies for Learning Questionnaire) was used to measure the students’ motivational orientations and their use of various learning strategies. Results showed there was a significant difference between the two groups on conceptual portions of some exams, where the control group outperformed the experimental group. There were also some significant differences on some aspects of the survey. This paper will discuss the details of the instructional methods, the results of the data analysis, present reasons for the results, and make suggestions for further study.",
keywords = "Calculus, Flipped classroom, Inverted classroom, Inverted pedagogy",
author = "Ellie Kennedy and Beaudrie, {Brian P} and Ernst, {Dana C} and {St Laurent}, {Roy T}",
year = "2015",
doi = "10.1080/10511970.2015.1031301",
language = "English (US)",
volume = "25",
pages = "892--906",
journal = "PRIMUS",
issn = "1051-1970",
publisher = "Taylor and Francis Ltd.",
number = "9",

}

TY - JOUR

T1 - Inverted pedagogy in second semester calculus

AU - Kennedy, Ellie

AU - Beaudrie, Brian P

AU - Ernst, Dana C

AU - St Laurent, Roy T

PY - 2015

Y1 - 2015

N2 - This study investigates the effects of applying an inverted classroom model in a second-semester calculus course at a large regional university in the southwest during the Spring of 2013. The sample consisted of four class sections with the same instructor, with a total of 173 students; two class sections were in the experimental group, whereas the other two sections served as a control group. In the experimental sections, students watched video lectures of the course content outside of class, and class time was dedicated to solving problems associated with the content. Learning gains and academic differences between the two groups were investigated by analyzing exam scores and homework grades. In addition a survey (Motivated Strategies for Learning Questionnaire) was used to measure the students’ motivational orientations and their use of various learning strategies. Results showed there was a significant difference between the two groups on conceptual portions of some exams, where the control group outperformed the experimental group. There were also some significant differences on some aspects of the survey. This paper will discuss the details of the instructional methods, the results of the data analysis, present reasons for the results, and make suggestions for further study.

AB - This study investigates the effects of applying an inverted classroom model in a second-semester calculus course at a large regional university in the southwest during the Spring of 2013. The sample consisted of four class sections with the same instructor, with a total of 173 students; two class sections were in the experimental group, whereas the other two sections served as a control group. In the experimental sections, students watched video lectures of the course content outside of class, and class time was dedicated to solving problems associated with the content. Learning gains and academic differences between the two groups were investigated by analyzing exam scores and homework grades. In addition a survey (Motivated Strategies for Learning Questionnaire) was used to measure the students’ motivational orientations and their use of various learning strategies. Results showed there was a significant difference between the two groups on conceptual portions of some exams, where the control group outperformed the experimental group. There were also some significant differences on some aspects of the survey. This paper will discuss the details of the instructional methods, the results of the data analysis, present reasons for the results, and make suggestions for further study.

KW - Calculus

KW - Flipped classroom

KW - Inverted classroom

KW - Inverted pedagogy

UR - http://www.scopus.com/inward/record.url?scp=84954491126&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84954491126&partnerID=8YFLogxK

U2 - 10.1080/10511970.2015.1031301

DO - 10.1080/10511970.2015.1031301

M3 - Article

VL - 25

SP - 892

EP - 906

JO - PRIMUS

JF - PRIMUS

SN - 1051-1970

IS - 9

ER -