期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2017
卷号：29
期号：3
页码：421-435
出版社：International Society for Exploring Teaching and Learning
摘要：Our study describes student outcomes from an undergraduate chemistry course that implemented aflipped format: a pedagogical model that consists of students watching recorded video lecturesoutside of the classroom and engaging in problem solving activities during class. We investigatedwhether (1) interest, study skills, and attendance as measured by self report improved during theterm as a result of course format (n=252) and (2) students in a flipped chemistry course earnedhigher grades in the subsequent chemistry course compared with students who enrolled in the nonflippedcourse that same term (n=295). Although we found no significant differences betweenstudents’ self-reported interest and study skills at the end of the term, we found that students enrolledin the flipped course reported attending class more often than students in the non-flipped course (β =.32). We also found that after controlling for student-level covariates related to achievement (such asSAT Math scores and grade in previous chemistry course), students enrolled in the flipped chemistrycourse experienced, on average, a statistically significant increase of half a standard deviation (β =.55) in their grade in the subsequent chemistry course. We discuss implications for study of flippedinstruction.
