Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1644963

Héctor Turra, Valeria Carrasco, C. Gonzalez, Vicente Sandoval, Soledad Yáñez

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引用次数: 26

Abstract

ABSTRACT This paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students’ attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre- and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Católica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students’ attitudes toward Mathematics, especially in those who come from families with lower economical income.

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翻转课堂经验及其对工科学生对大学数学态度的影响

摘要本文分析了基于翻转课堂策略的课程转型过程对智利工科学生对大学水平数学态度的影响。采用翻转课堂教学方法，对Católica德特穆科大学工程学院三门数学课程(微积分I、微积分II和计算代数要素)的76名学生进行了数学态度调查表(ATMI)的前后测试。结果显示，在实施翻转课堂和主动学习策略后，四个ATMI类别的数学感知价值发生了显著的正变化(P < 0.05)，且有不同的效应量。结果表明，运用翻转课堂方法实施改造课程对学生的数学态度有积极的影响，特别是对那些来自经济收入较低家庭的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.