Flipping a College Calculus Course: A Case Study.

Abstract

As online videos have become more easily available and more attractive to the new generation of students, and as new student-learning approaches tend to have more technology integration, the flipped classroom model has become very popular. The purpose of this study was to understand college students ’ views on flipped courses and investigate how the flipping affects their achievement in mathematics. We also studied how college students prepared for flipped classroom sections. Finally, college students ’ views were analyzed to see what they think about flipping in terms of benefits and preparation. Participants were 96 college students consisting of mostly freshmen & sophomores. We utilized descriptive statistics and paired t-test to analyze the data. Descriptive statistics revealed that participants preferred watching flip class videos (44%) over reading the sections from the textbook (17%) for preparation. Dependent t-test results showed that there is a statistically significant difference between students ’ average quiz scores from non-flipped sections and flipped sections. Students achieved significantly higher quiz scores in flipped sections than non-flipped ones. Overall, most of the students (83%)