Measuring the Increase in Students’ Comprehension in a Flipped Introductory Calculus Course

  • Rahmad Dawood
  • Mohd. Syaryadhi
  • Muhammad Irhamsyah
  • Roslidar
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 715)

Abstract

Introductory Calculus is one of the foundational courses in any engineering curriculum. Many innovations have been introduced in the teaching of this course to enhanced students’ understanding of its material. One new innovation that is increasingly being adopted is the Flipped Classroom method. This paper reports on an experiment that measures the increase in comprehension of students who took an Introductory Calculus course taught using the Flipped Classroom method that was specially designed for a developing country setting. Results from the experiment shows that students who were taught using this Flipped Classroom method had better comprehension than students who were taught using the traditional classroom method. Specifically, students who were taught using the Flipped Classroom method had, on average, 17.45 points higher exam scores.

Keywords

STEM education Calculus Flipped Classroom Developing country 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Teknik Elektro dan KomputerUniversitas Syiah KualaBanda AcehIndonesia
  2. 2.Telematics Research CenterUniversitas Syiah KualaBanda AcehIndonesia

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