Abstract
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 preassignment 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.
| Original language | English |
|---|---|
| Pages (from-to) | 200-205 |
| Number of pages | 6 |
| Journal | Proceedings of International Conference on Research in Education and Science |
| Volume | 5 |
| Issue number | 1 |
| Publication status | Published - Oct 1 2019 |
| Event | International Conference on Research in Education and Science, ICRES 2019 - Cesme, Turkey Duration: Apr 28 2019 → May 1 2019 |
Keywords
- Calculus
- Flipped classroom
- Mathematics education
- Peer instructional classroom
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Engineering (miscellaneous)
- Education