ABSTRACT

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.

摘要

目前的研究表明，社区大学生面临着许多限制他们在发展数学课程中取得成功的障碍。本研究对学生进行了调查，以确定与这些学生的不同人口统计数据相比，翻转学习是否会在学生参与度或与及格率相关的因素方面产生差异。数据采用混合方法分析，并转化为定量数值进行统计分析，或进行定性编码。这项研究表明，与传统学习相比，翻转学习在学生参与度、教师尊重和关心方面产生了更大的差异或没有差异。此外，年轻、白人、身体健全的男学生揭示了与及格率相关的更大因素。