ERIC Number: EJ1372259
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1066-8926
EISSN: EISSN-1521-0413
Benefits of Flipped Learning for Developmental Mathematics
Community College Journal of Research and Practice, v47 n1 p9-21 2023
Current research shows community college students face numerous obstacles that limit their success in developmental mathematics courses. This study surveyed students to determine whether flipped learning produced differences in student engagement or factors related to passing rates compared to that of traditional teaching for different demographics of these students. The data were analyzed with mixed methods and converted to quantitative numerical values for statistical analysis, or coded qualitatively. This study revealed that flipped learning resulted in greater or no difference in student engagement, and greater feeling of respect and concern from instructors than traditional learning. Additionally, greater factors related to passing rates were revealed in young, white, able-bodied, male students. College administrators should further investigate if flipped learning would benefit students.
Descriptors: Flipped Classroom, Community College Students, Barriers, Learner Engagement, Academic Achievement, College Mathematics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: N/A