[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590661-105":59,"doc-detail-590661-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-flipped-classroom-in-a-terminal-college-mathematics-course-for-liberal-arts-students-article","The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students - Article","","This study assesses the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. Using a quasiexperimental design across 13 sections taught by seven instructors, the analysis includes 632 students and concurrently graded common final exams. Mixed-model analyses show students in flipped sections score 5.1 percentage points higher on average (p = .02), with a stronger improvement for Black students and a smaller, non-significant change for White students (p = .67).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-flipped-classroom-in-a-terminal-college-mathematics-course-for-liberal-arts-students-article/590661/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-flipped-classroom-in-a-terminal-college-mathematics-course-for-liberal-arts-students-article/590661.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study evaluate the flipped classroom effect?","Question",{"text":112,"@type":113},"It used a quasiexperimental design with seven instructors teaching 13 flipped or traditional sections, and compared common final exams graded concurrently using mixed-model analyses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the main results on final exam scores?",{"text":117,"@type":113},"Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = .02), with the largest improvement among Black students (p \u003C .01).",{"name":119,"@type":110,"acceptedAnswer":120},"How does the flipped classroom differ from the traditional lecture format?",{"text":121,"@type":113},"Direct instruction moves to the individual learning space (often via course videos), while classroom time becomes interactive and collaborative with the instructor acting as a mentor who provides timely feedback.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590661,1792208967,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","AERA Open  \nJanuary-March 2018, Vol. 4, No. 1, pp. 1–14 DOI: 10. 1177/2332858418759266  \n© The Author(s) 2018. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nThe Flipped Classroom in a Terminal College Mathematics Course for  \nLiberal Arts Students  \nChristina L. Carter  \nBuffalo State College  \nRandolph L. Carter  \nUniversity at Buffalo  \nAlexander H. Foss  \nSandia National Laboratories  \nThe purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = .02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p \u003C .01) and 1.0 points among Whites (p = .67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p \u003C .01) and –1.6 in flipped sections (p = .39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p \u003C .01). Flipping the classroom was associated with improved student performance, particularly among Black students.  \nKeywords: flipping the classroom, pedagogy, collaborative learning, active learning, linear mixed model, missing data, stereotype threat, complete case analysis, video lectures  \nFlipped learning is  \na pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. (Flipped Learning Network, 2014)  \nAs in this study, lectures for the flipped classroom are often delivered by online videos developed specifically for the content of the course being taught. Seating is rearranged in the classroom to allow students a comfortable space in which to engage in collaborative learning. Instructors take on a new role in the classroom, becoming mentors who guide small groups of students in problem solving. In the flipped classroom, teachers can give relevant feedback to students about their work in that moment, and in doing so, they gain insight into their students’ misconceptions. The instructor becomes a more important stimulus for learning than in the traditional, lecture-based classroom because he or she directly engages with students in their thought processes.  \nBishop and Verleger (2013) in their comprehensive review of the literature on the flipped classroom report only one semester-long study in higher education that compared learning outcomes of a control group (traditional lecture pedagogy) and a treatment group (flipped pedagogy) as measured by an objective posttest. Day and Foley (2006) conducted that study in a senior-level computer interaction course at Georgia Tech. It was a quasiexperimental study controlling for many potential confounding variables, including instructor. Students in the flipped class scored significantly higher at the .05 level of significance on homework assignments, projects, and tests combined (88.23% vs. 79.95%) and higher at the .10 level on both the midterm (86% vs. 82.44%) and final exams (87.53% vs. 83.60%) . This being the only quasiexperimental study comparing learning outcomes measured by exam scores, Bishop and Verleger recommended that additional controlled experimental or quasiexperimental studies be done to better understand the potential of the flipped pedagogy. Since their literature review, there have been few st","cbCaivNg5yVjxbND","https://ap.wps.com/l/cbCaivNg5yVjxbND","pdf",377055,14,"English","# Study Purpose and Design\n# Flipped Learning Approach\n## Classroom Implementation\n# Prior Evidence and Literature Review\n## Quasiexperimental Studies in Higher Education\n## Comparisons With Traditional Pedagogy\n# Copyright and Licensing","[{\"question\":\"How did the study evaluate the flipped classroom effect?\",\"answer\":\"It used a quasiexperimental design with seven instructors teaching 13 flipped or traditional sections, and compared common final exams graded concurrently using mixed-model analyses.\"},{\"question\":\"What were the main results on final exam scores?\",\"answer\":\"Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = .02), with the largest improvement among Black students (p \\u003c .01).\"},{\"question\":\"How does the flipped classroom differ from the traditional lecture format?\",\"answer\":\"Direct instruction moves to the individual learning space (often via course videos), while classroom time becomes interactive and collaborative with the instructor acting as a mentor who provides timely feedback.\"}]","The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students - Article | PDF",1792070152,35]