Calculus Students Flipped Out: The Impact of Flipped Learning on Calculus Students' Achievement and Perceptions of Learning

Abstract

This assessment study examined one potential instructional method for improving student learning in Calculus for majors, flipped learning, in comparison with traditional lecture-based instruction. Results suggest that participation in flipped learning substantially improved growth in achievement over the semester, final exam grades, and final course grades. In contrast, there was no difference between the two groups in terms of students' beliefs about learning mathematics. Additionally presented is a review of the changes made from the first year to the second year of implementing flipped learning, and how these changes are believed to have assisted with the increased impact on student learning.

Keywords:

• Flipped classes
• active learning
• calculus
• achievement
• perception,math education

Additional information

Notes on contributors

Caleb Adams

Caleb Adams is an assistant professor in the Mathematics & Statistics Department at Radford University. He received his Ph.D. in computational and applied mathematics from Old Dominion University. His recent research interests include mathematical modelling of biological systems and active learning practices in the collegiate classroom.

Anthony Dove

Anthony Dove is an assistant professor in the Mathematics & Statistics Department at Radford University. He received his Ph.D. in mathematics education and Post Doctorate in professional development from North Carolina State University. He is particularly interested in how to integrate more active and technologically-based learning environments into the K-20 mathematics classroom.