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Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience
ARTICLE

PRIMUS Volume 27, Number 10, ISSN 1051-1970

Abstract

Students' learning experiences in an introductory statistics course for non-math majors are compared between two different instructional approaches under controlled conditions. Two sections of the course (n = 52) are taught using a flipped classroom approach and one section (n = 30) is taught using a traditional lecture approach. All sections are taught by the same instructor in the same semester. General perceptions as well as students' understanding and retention of the course material are measured and compared. The flipped classroom students outperform their traditional lecture peers on exams, especially in terms of their mathematical problem-solving skills. The flipped classroom students are also more confident than their traditional lecture peers about their abilities and their understanding of the course material, crediting their understanding primarily to the in-class activities, which are made possible because the flipped classroom design promotes an experiential, active-learning environment without compromising content.

Citation

Heuett, W.J. (2017). Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience. PRIMUS, 27(10), 889-907. Retrieved December 8, 2019 from .

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