The Effect of a Flipped Classroom Teaching Approach on Improving Students' Performance and Decreasing the Opportunity Gaps in the Gateway Course

Thursday, January 5, 2023
11:40 AM - 12:30 PM
Zoom

Presenters: Lyudmyla Stackpool, Ph.D., Biochemistry, Chemistry, and Geology, and Galkande (Iresha) Premarathna, Ph.D., Mathematics and Statistics

 

Gateway General Chemistry courses help students learn the foundational skills and knowledge to succeed in upper-division chemistry courses that are required for all degrees in chemistry or biochemistry, several majors in biological sciences, and other non-science majors. Unfortunately, for many students, these courses can work as “roadblocks” that slow down a student’s progress, leading to poor success rates, pass rates, and retention rates. Historically, underrepresented college students, first-generation college students, or lower-income students have the lowest rate of success. This strongly suggests that course redesign should be evaluated.
In spring 2022, Dr. Stackpool implemented the flipped classroom model in Chemistry 201 class. Her research objectives address two key questions:
1. Will the implementation of a flipped classroom teaching approach decrease the non-passing grade rate of C-DFW in the diverse student population of Chemistry 201 in spring 2022 compared to spring 2021, and if so, to what extent?
2. Will a flipped classroom teaching model supported by a faculty-facilitated learning enhancement model for tutoring, contribute to decreasing the opportunity gaps in Chemistry 201? 
The student grades were collected from the Office of Institutional Analytics and Strategic Effectiveness for the two spring semesters of 2021/2022. This data was analyzed using logistic regression analysis. The qualitative summative content analysis was utilized in analyzing the data obtained from the student surveys.
The research has revealed that the flipped classroom teaching model can strategically provide additional help to a significant number of students which is not feasible during limited class time or standard office hours. It improves instructional delivery and significantly enhances student academic achievement. Our data shows a significant increase in the passing rate from 40.86% to 59.98% and a decrease in the rate of failure from 59.14% to 43.02% in 2022 vs 2021. A decrease in the rate of withdrawal from 34.41% to 20.93% in 2022 is a primary contributor to the failure rate decline in 2022. An increase in the rate of A-, B, C+, and C grades in 2022 results in a significant increase in the passing rate 2022. The flipped classroom teaching model leads to some decrease in the academic equity gaps within several groups of the diverse student population. According to qualitative summative analysis, the lowest student rating results are for online lectures and the highest rating for optional sessions (tutoring/review), with the mandatory study sessions in the middle. Students may not necessarily feel that the active learning environment is effective. It indicates the importance of addressing students’ perceptions around active learning upfront at the beginning of the semester. A transfer of virtual study sessions to a face-to-face format in the future will promote more effective communication, and enhance students’ benefits from working in groups, and overall appreciation of this learning model.