Flipped models of instruction (FMIs) when used in gatekeeper chemistry courses are broadly shown to improve student course performance (higher course grades; reduced W/D/F rates). However, there is no clear evidence that FMIs specifically improve the course outcomes for traditionally underserved students (TUSs) in such courses.  TUSs, including Black/Latinx, and American Native and low-socioeconomic (SES) students have higher rates of departure from STEM undergraduate programs than their more privileged peers. This higher departure rate is associated with TUSs’ lower performance in STEM gatekeeper courses compared to non-STEM courses. Our objective was to determine the effect of an FMI on students’ course performance in General Chemistry I based on their race/ethnicity and SES.  Using a non-parallel quasi-experimental design, student performance by race/ethnicity and SES in the FMI course (n=122) was compared to that of students in the traditional course (n = 143). Results indicate TUSs were statistically significantly more likely to have higher course grades in the FMI course as compared to the traditional course. The probability for W/D/F was statistically significantly lower for the FMI course regardless of SES and race/ethnicity. Model implementation, data analysis, and implications of findings are discussed.<br/>

Leveling the playing field: Flipped instruction as a tool for promoting equity in general chemistry

2019 Fall National Meeting

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