Research on Flipping College Algebra: Lessons Learned and Practical Advice for Flipping Multiple Sections

Abstract

This quantitative research compares five sections of College Algebra using flipped classroom methods with six sections using the traditional lecture/homework structure and its effect on student achievement as measured through a common final exam. Common final exam scores were the dependent variables. Instructors of flipped sections who had previous classroom experience with inquiry-based and cooperative learning methods had sections with statistically significant higher common final exam scores.

Keywords:

• Flipped
• algebra
• achievement

Additional information

Notes on contributors

Jerry Overmyer

Originally a high school mathematics teacher, Dr. Overmyer has been teaching college-level mathematics for over 10 years. He is the creator of the 25,000+ member Flipped Learning Network’s Professional Learning Community, and a pioneer in flipped learning. He gives frequent presentations on flipped learning and using teacher-made videos and technology in education. Jerry is a strong advocate of inquiry- and project-based learning, but feels that students still need direct instruction. He finds that flipped learning perfectly addresses this dilemma.