The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students
AERA Open Volume 4, Number 1,
The purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = 0.02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < 0.01) and 1.0 points among Whites (p = 0.67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < 0.01) and -1.6 in flipped sections (p = 0.39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < 0.01). Flipping the classroom was associated with improved student performance, particularly among Black students.
Carter, C.L., Carter, R.L. & Foss, A.H. (2018). The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students. AERA Open, 4(1),.