Flipped classrooms offer many unique options and challenges, especially in a very large lecture hall. The discussion will include my fully and partially flipped classrooms along with online classes. The majority of the students are first year biological sciences majors in a chemistry classroom. All studies were done with direct comparison to control classrooms, taught by the same instructor, with isomorphic exams. Results were compared in authentic long term settings. Results presented show flipped instruction having a small but significant improvement in exam scores (SE=0.192, p=0.008), with no change in motivation or perceived class quality. The discussion will include qualitative results on student’s attitudes, which indicate a high degree of polarization. Additionally, research on a partially flipped class model, which combines traditional lecture with active learning elements, along with flipped class one day a week, will be discussed. While exam scores, study time, and perceived class quality remained unchanged, the partially flipped class students outperformed their traditional counterpart in the sequential chemistry course. This included a differentiated impacted based on incoming SAT scores. Student comments, reflecting a less polarized audience than the fully flipped class will also be qualitatively discussed. These results suggest that for incoming freshmen in a non-major class, a softer approach to flipping is more ideal than a fully flipped class. And furthermore, that given the differentiated impact, it could help to decrease the achievement gap over time.

Comparative analysis of performance, post course performance, study time, motivation and perceived class quality in traditional, fully flipped, partially flipped and online chemistry 1A

253rd National Meeting (2017)

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