Measuring the Impact of the Flipped Model in a Pre-Calculus Course

Authors: Amelia Stone-Johnstone, Sunny Le, Francisco Zepeda, Amena Syed, Ashley Thune-Aguayo, and Thanh Hoang

Abstract

The flipped model of instruction has been championed as a method for increasing student engagement and enabling instructors to facilitate more active learning within the classroom. Research on the flipped model also suggests that it may also lead to better course outcomes than the traditional lecture approach. Given this potential for student success and engagement, faculty at California State University, Fullerton have adopted the model in many of their courses. In this preliminary report, we measure the impact of the flipped model on course outcomes of a Pre-Calculus course during the Spring 2024 semester. In addition, we compare student perceptions of the course elements that supported their learning between students enrolled in the flipped sections of the course and those in the non-flipped sections of the course.