The Effects of Flipping an Undergraduate Precalculus Class

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Jason A. Willis (Creator)
Appalachian State University (ASU )
Web Site:
George Olson

Abstract: The flipped classroom model of instruction has become an alternative to traditional, lecture-based instruction. This study examined the effects of flipping an undergraduate precalculus class in a small, private, Christian college in the southeastern United States. An experiment was conducted to compare scores on common assessments between a control group (n=21) taught with the traditional lecture-based model of instruction and an experimental group (n=21) taught with the flipped classroom model. There was not a significant difference in final exam scores for the control class (M=25.9, SD=9.3) and the experimental class (M=25.7, SD=5.4); t(40)=0.06, p=0.95. The flipped condition had no discernable effect on final exam scores. Both groups performed equally well. Student perceptions of the flipped classroom were solicited through a survey and revealed mixed feelings toward the new model. Some students embraced and appreciated the change in instruction, while others did not. The study concludes with the positive effects the flipped classroom had on me, my reflections, and suggestions for further research.

Additional Information

Willis, J.A. (2014). The Effects of Flipping an Undergraduate Precalculus Class. Unpublished doctoral dissertation. Appalachian State University, Boone, NC.
Language: English
Date: 2014
flipped classroom , precalculus , undergraduate , higher education , experiment

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