%0 Journal Article
%T The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students
%A Alexander H. Foss
%A Christina L. Carter
%A Randolph L. Carter
%J AERA Open
%@ 2332-8584
%D 2018
%R 10.1177/2332858418759266
%X The 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 < .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 < .01) and ¨C1.6 in flipped sections (p = .39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < .01). Flipping the classroom was associated with improved student performance, particularly among Black students
%K flipping the classroom
%K pedagogy
%K collaborative learning
%K active learning
%K linear mixed model
%K missing data
%K stereotype threat
%K complete case analysis
%K video lectures
%U https://journals.sagepub.com/doi/full/10.1177/2332858418759266