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Student Perceptions Of The Flipped Classroom In Calculus Course

1479 words - 6 pages

Calculus I is the first university mathematics class many of our
students have to take, our goal is to teach them not only math
content but also train them to become independent and skilled
problem solvers in those problems that require the techniques and
concepts of calculus. The idea of inverted classroom is that the
students learn best when they are actively working on a task rather
than passively listening to the lecture. This approach to doing
class is sometimes called the "flipped classroom" because we are
flipping the traditional roles of in-class and out-of-class work,
and there is a growing body of experiences and research (need some
citations here) that shows that this way of ...view middle of the document...

Rather than doing extensive homework problem sets outside of class,
that time will largely be spent watching the lectures (generally
around 20 minutes worth of lecture for each 50 minutes of meeting
time, so something like 1.5-2 hours a week) and answering structured
study questions about what they are watching.

The research/pilot project took place at the College at Brockport,
State University of New York, located in upstate New York, USA. The
college serves students in .. and has a population of approximately
.... The study took place near the end of spring 2014 semester. The
classroom in this study has a LCD Projector, an Interactive
Whiteboard. In addition, the instructor has access to IPad to
screencast and when in-class direct instruction is needed. The
participants in the research study came from Calculus I math course
Students had no prior knowledge that the section they were enrolled
in would be a flipped classroom . The ages of the students in the
class range between ....and .... Some of the younger students may
have taken honors classes or accelerated classes previously which is
why they were ahead of their peers. The older students may be
repeating the course to increase their standing or may have
experienced difficulties in a previous math course and find
themselves behind a year. The class size was 24 students which is
about ..students less than the school class average. The classes
were made up of roughly equal male and female students. With the
exception of .... students, none of the students surveyed have been
in a Flipped Classroom. As a result, this is the first time that a
majority of the students have ever had an academic class that was
taught using Flipped Classroom techniques. Most of the students in
the class agreed to participate in the study. All students were
required to complete an assent form. They also completed consent
from. The consent and assent forms were designed to give the
researchers permission to include the data from the survey in this
study and any additional publications. ... students opted out of the
{ Quantitative Data }
... weeks prior to the administration of their final exam, students
were given the survey. Students had spent about ... lectures with
the Flipped Classroom and in this time had opportunities to develop
their own likes, dislikes, and other perceptions about Flipped
Classroom instruction. The survey focused on five major themes
including mastery learning, pacing, time, social media and videos,
and specific Flipped Classroom questions. The survey consisted of
... five-level Likert Scale items which supplied the quantitative
data for the study (See Appendix B).

{ Qualitative Data}
In addition to quantitative data it was also important that the
study include an understanding of the students' perceptions of the
Flipped Classroom in their own words. The ... open-ended written
questions at the end of the survey provided students with the
opportunity to describe their own...


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