The Effects of the Flipped Classroom and Peer Instructional Models on Learning Calculus

Yıl 2019, Cilt: 13, 200 - 205, 31.08.2019

Muhammed Syam Derar Serhan Farouq Almeqdadı

Öz

This
study investigated the effects of the flipped classroom and peer instructional
pedagogical models on students' achievements in Calculus for Business courses.
One hundred eight students participated in the study and were divided into
three groups. The Control group (35) was taught according to the traditional
model; the first experimental group was taught according to the flipped
classroom model (36); and the second experimental group was taught according to
both the flipped classroom and the peer instruction models (37). Students in
the experimental groups watched recorded lecture videos on Blackboard and
solved an online pre-assignment before coming to class. A quasi-experimental
design was implemented and two research instruments were designed and used; a
pre- and post-tests.  All the participants took a pre- test during the first week
of the semester and completed a post-test after the treatment during the
fourteenth week. The results of this study showed that students’
achievements in the peer instructional classroom surpassed those of students in
the other two sections.

Anahtar Kelimeler

Flipped classroom, Peer instructional classroom, Calculus, Mathematics education

Kaynakça

• Al-Refai,M., Alshannag, Q., & Syam, M. (2014). Improving the Learning Process of Calculus Using Modern Technology. The iPad Experiment, SCITEED2014 conference, April 24-28, Turkey. Bates, S., & Galloway, R. (2012). The inverted classroom in a large enrolment introductory physics course: A case Study. HEA STEM Conference, London, UK. Batista, S., Behar, P., & Passerino, L. (2013). Activity Theory and M-Learning. The Teaching of Ubiquitous and Mobile Learning in the Digital Age, 93-108. Carlisle, M.C. (2010). Using you tube to enhance student class preparation in an introductory Java course. The 41st ACM Technical Symposium on Computer science Education; Mar 10–13, Milwaukee, WI. Carter, P. (2012). An experience report: on the use of multimedia pre-instruction and just-in-time teaching in a CS1 course. The 43rd ACM Technical Symposium on Computer Science Education; Feb 29–March 3, Raleigh, NC. Demetry, C. (2010). Work in progress – An innovation merging ‘classroom flip’ and team- based learning. The 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large enrollment physics class. Science, 332, 862–864. Ellison, M. (1993). The effect of computer and calculator graphics on students' ability to mentally construct calculus concepts, Doctoral dissertation, University of Minnesota, Dissertation Abstracts International, 54, 4020A. Estela Carbonell, M., Saà Seoane, J. (2009). A calculus course with interactive support on Moodle. International Technology, Education and Development Conference, Valencia. Frydenberg, M. (2012). Flipping Excel. The Information Systems Educators Conference, New Orleans, LA. Gannod, G., Burge, J. & Helmick, M. (2008). Using the inverted classroom to teach Software Engineering. The 30th International Conference on Software Engineering, New York: ACM. 777-786. Gok, T. (2012). The impact of peer instruction on college students’ beliefs about physics and conceptual understanding of electricity and magnetism. International Journal of Science and Mathematics Education, 10, 417-436. Hoffmann, L., Bradley, G., Sobecki, D., & Price, M. (2013). Calculus for Business, Economics, and the Social and Life Sciences, Brief Edition, 11th Ed. by, McGraw-Hill. Hohenwarter,M., Hohenwarter, J., Kreis, Y., & Lavicza, Z. (2008). Teaching and Learning Calculus with Free Dynamic Mathematics Software GeoGebra. 11th International Congress on Mathematical Education, Monterrey, Mexico, 1-9. Kadry, S., & El Shalkamy, M. (2012). Toward new vision in teaching calculus. IERI Procedia, 548-553. Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education. 31(1): 30–43. Lucas, A. (2009). Using peer instruction and i-clickers to enhance student participation in Calculus. PRIMUS: Problems, Resources and Issues in Mathematics Undergraduate Studies, 19:3, 219-231. Mazur, E. (1997). Peer Instruction: A User's Manual. Series in Educational Innovation, Prentice Hall, Upper Saddle River, NJ. Mazur, E. (2012). The flipped classroom will redefine the role of educators. Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education. 9(4): 473–481. Pilzer, S. (2001). Peer instruction in physics and mathematics. PRIMUS: Problems, Resources and Issues in Mathematics Undergraduate Studies, 11:2,185-192. Serhan, D., & Syam, M. (2011). Using Concept Maps as an Instructional Tool in Calculus. International Journal of Instructional Media, 38(1), 79-85. Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system, Columbus, OH: Ohio State University. (Unpublished doctoral dissertation) Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2): 171–193. Talbert, R. (2012). Learning MATLAB in the inverted classroom. Computers in Education Journal. 23(2), 50-60. Toto, R., & Nguyen, H. (2009). Flipping the work design in an industrial engineering course. The Frontiers in Education Conference. San Antonio, TX.