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Performance of Underprepared Students in Traditional versus Animation-based Flipped-Classroom Settings

Abstract

Student performance in a flipped classroom with an animation-based content knowledge development system for the bottom third of the incoming first year college students were compared to that in a traditional lecture-based teaching method. 52% of these students withdrew from the traditionally taught General Chemistry course, compared to 22% in a similar course taught in a flipped classroom teaching method. Of the students who persisted in the course and obtained a grade, there was an increase in A’s and B’s as well as an increase in D’s and F’s for students taught in a flipped classroom teaching method when compared to those in the traditional setting. When the course that was initially taught in a flipped classroom method reverted to a traditional teaching method, students in that course generally performed worse than students who were in a traditionally taught course all throughout.

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Publication details

The article was received on 12 Jul 2017, accepted on 10 Aug 2017 and first published on 10 Aug 2017


Article type: Paper
DOI: 10.1039/C7RP00130D
Citation: Chem. Educ. Res. Pract., 2017, Accepted Manuscript
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    Performance of Underprepared Students in Traditional versus Animation-based Flipped-Classroom Settings

    R. Gregorius, Chem. Educ. Res. Pract., 2017, Accepted Manuscript , DOI: 10.1039/C7RP00130D

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