The Daily Bulletin

Christina Carter, lecturer of mathematics, will present the results of her Scholarship of Teaching and Learning study of flipped classrooms on Tuesday, November 7, from 12:15 to 1:30 p.m. in Butler Library 181B. The primary purpose of this study was to assess the effects of flipping the classroom on final exam scores in a terminal general education mathematics course for a diverse population. A quasi-experimental design was used to examine 13 sections of each pedagogy (flipped and traditional) taught by the same seven instructors. Six hundred thirty-two students participated. Mixed-model analysis controlled incoming GPA, SAT Math, and demographics. Flipped sections scored an expected 5.8 percentage points higher than traditional (p = 0.02). A surprising finding was that flipped classrooms benefited some student groups over others. In particular, students of color tended to benefit more from flipped models than did white students. Flipping the classroom is associated with improved student performance, particularly among students of color. Please register through the Workshop Registration System.