Flipped Calculus: A Study of Student Performance and Perceptions

Figures & data

Table 1. Mean score on course assessments. CCI out of 22 points, checkpoint (CHPT) quiz average (36 quizzes), unit quiz average (seven-unit quizzes), and final exam percentage

Grade item	CCI	CHPT quiz	Unit quiz	Final exam
Traditional	9.09	84.73	88.18	73.13
Flipped	10.50	90.72	88.93	73.43

Table 2. Median score on course assessments. CCI out of 22 points, checkpoint (CHPT) quiz average (36 quizzes), unit quiz average (seven-unit quizzes), and final exam percentage

Grade item	CCI	CHPT quiz	Unit quiz	Final exam
Traditional	8.00	91.00	89.00	77.00
Flipped	11.00	91.75	90.43	77.00

Table 3. Two-sample t-test p-values on course assessments. CCI, checkpoint (CHPT) quiz average (36 quizzes), unit quiz average (seven-unit quizzes), and final exam percentage

Grade item	CCI	CHPT quiz	Unit quiz	Final exam
p-value	0.191	0.0485	0.705	0.948

Table 4. The four questions asked during the MCI as well as representative responses receiving broad consensus from students in a given section. See text for more details of the MCI process

Traditional	Flipped
What is working in the class to facilitate learning?	What is working in the class to facilitate learning?
The lectures are good, clear, and concise–great energy.	We like the way the class is set up.
Screencasts before or after class are helpful to either prepare for class or reinforce what was said in class.	Watching screencasts before class and then working/talking about problems in class where we can get help.
Daily checkpoint quizzes are working.	[The instructor] constantly walks around asking people if they need help; this is very useful.
Resources in Moodle are very helpful.	Working on Rstudio together as a class is very helpful.
	We like the free work time to work on the homework.
What is impeding learning?	What is impeding learning?
When we do in-class activities, we are seldom given enough time to complete them.	Piazza posts focus on quantity rather than quality.
We don’t have enough examples of R; more would be more beneficial.
We spend time talking about definitions and concepts that are in the book. We could spend that time on problem sets or other activities that would be more beneficial.
What could students do to improve this class?	What could students do to improve this class?
We are too timid. We could participate more.	We could participate more.
We could be better about asking questions, discussing them.	Come to class prepared.
What could the instructor do to improve this class?	What could the instructor do to improve this class?
Devote more time to learning R. Do not make Piazza mandatory.	Spend more time with Rstudio.