Emporium Math And the Flipped Classroom Company LOGO

Emporium Math And the Flipped Classroom Company LOGO

The Problem § 95% of students place into pre-college math § Students not passing pre-college math Pre-Algebra: 56% Beginning Algebra: 42% Intermediate Algebra: 50% All Pre-College: 48% § Students not passing consecutive courses 12% pass two consecutive courses in two consecutive quarters § Source: BBCC Institutional Research (2011, 2013)

The problem with Lecture § Passively listening to teacher does not create long term learning (Nilson, 2010) § Even taking notes in class during lecture does not create long term learning (Kanar, 2011) § Lecture did not work for these students in high school, why would it work in college? (Twigg, 2011)

What is a Flipped Classroom? The flipped classroom model involves the teacher delivering the 'taught' element outside of the classroom. Students complete this element of their learning prior to attending the lesson. This allows the teacher to spend more 1: 1 time with students in lessons consolidating their learning and allowing them to progress to more challenging tasks quicker. (Steed, 2012, p. 10)

What is Emporium Math? § Students watch videos for content § Instant feedback on progress via online homework system § On-demand help available from tutors and instructors (1: 15 ratio) § Mastery required to move on § Flexible pace (1 -4 quarters to complete) § Required attendance

The BBCC Emporium § Students watch 5 -10 minute You. Tube Video § Complete a 2 problem checkpoint (100%) § After several videos, complete 15 problem assignment (80%) § After several assignments complete a practice test (80%) § Complete a test (75% weighted average) § All resources open source: WAMAP, Textbook, You. Tube Videos

Research § Low success tends to connected to math anxiety related to a belief that the student cannot do math (Ashcraft & Krause, 2011) § This belief is confirmed from a long history of math failure and seeing others fail. Thus the students lack the motivation to even try (Hall & Ponton, 2005) § The primary reason students do not succeed in traditional courses is they do not actually do the problems (Twigg, 2005) § The Emporium raises this self-efficacy belief in students through mastery experience and vicarious experiences (Hodges, 2008) § Emporium Models have been shown to increase student success by an average of 51% (Twigg, 2011)

Methodology §

Results § Emporium students are significantly more likely to pass their pre-college math courses, 2 (1, N = 1421) = 74. 86, p < 0. 01, 1. 47. Emporium success rates jumped to 75% (n = 1028) Lecture success rates 51% (n = 393) Emporium students 47% more likely to pass! § Emporium students are significantly less likely to withdraw from pre-college math courses, 2 (1, N = 1421) = 57. 03, p < 0. 01, 2. 64. Emporium withdraw rate: 9% Lecture withdraw rate: 25% Lecture student 164% more likely to withdraw!

Detail Results - Success § For those who really like stats: Course Pre Beginning Intermediate All Modality N x P Lecture Success 101 53 52% Emporium Success 299 222 74% Lecture Success 112 59 53% Emporium Success 398 306 77% Lecture Success 180 89 49% Emporium Success 331 241 73% Lecture Success 393 201 51% Emporium Success 1028 771 75% df 2 p ES 1 16. 65 <0. 01 1. 41 25. 17 <0. 01 1. 46 1 27. 83 <0. 01 1. 47 1 74. 86 <0. 01 1. 47 1

Detail Results - Withdraw § For those who really like stats: Course Pre Beginning Intermediate All Modality N X P Lecture Withdraw 101 22 21% Emporium Withdraw 299 27 9% Lecture Withdraw 112 22 19% Emporium Withdraw 398 32 8% Lecture Withdraw 180 53 29% Emporium Withdraw 331 37 11% Lecture Withdraw 393 97 25% Emporium Withdraw 1028 96 9% df 2 p ES 1 11. 42 <0. 01 2. 41 12. 43 <0. 01 2. 44 1 40. 01 <0. 01 3. 61 1 57. 03 <0. 01 2. 64 1

College Level § There is no statistical difference of student performance in college level lecture courses when comparing emporium and lecture precollege experiences, 2 (1, N = 312) = 1. 87, p = 0. 17, 1. 15 § No difference in success, however we are getting SIGNIFICANTLY more students to the college level!

Detail Results § For those who really like stats: Course Modality for Algebra N X P Math in Society Lecture Success 32 20 63% Emporium Success 25 14 56% Lecture Success 72 39 54% Emporium Success 49 22 45% Lecture Success 86 51 59% Emporium Success 48 25 52% Lecture Success 190 110 58% Emporium Success 122 61 50% Pre-Calc Stats All df 2 p ES 1 0. 25 0. 48 1. 12 1. 00 0. 32 1. 21 1 0. 65 0. 42 1. 14 1 1. 87 0. 17 1. 16 1

Accelerated Success § Students are allowed to complete three course series in shorter time frame § Many students complete three courses in two quarters § Four students have completed all three courses in one quarter § Two of them during a short summer term

Unexpected Result With an increase in student success at the precollege level, enrollment in college level courses has dramatically increased!

Best Practices § Lots of student/instructor interaction (one-on-one or in groups) § Class time used for higher ordered thinking and activities § Develop as much of your curriculum as possible § Let the computer do what the computer does best and the instructor do what the instructor does best § Students don’t do optional – everything is required (notes/workbook, attendance, homework)

References Ascraft, M. H. & Krause, J. A. (2011) Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243 -248. BBCC Institutional Research (2011). BBCC Developmental Math Failure Rates. Moses Lake, WA: Starr Bernhardt. BBCC Institutional Research (2013). Precollege Success Quarter-to-Quarter. Moses Lake, WA: Starr Bernhardt. Hall, J. M. , & Ponton, M. K. (2005). Mathematics self-efficacy of college freshman. Journal of Developmental Education, 28(3), 26 -32. Hodges, C. B. (2008). Self-efficacy, motivational email, and achievement in asynchronous math course. The Journal of Computers in Mathematics and Science Teaching, 27(3), 265 -285. Kanar, C. C. (2011). The Confident Student (8 th ed. ). Boston, MA: Wadsworth Cengage Learning. Nilson, L. B. (2010). Teaching at its best: A research-based resource for college Instructors (3 rd ed. ). San Francisco, CA: Jossey-Bass Steed, A. (2012). The flipped classroom. Teaching Business & Economics, 16(3), 9 -11. Twigg C. A. (2005) Math lectures: An oxymoron? Retrieved from http: //www. thencat. org/Plan. Res/Math%20 Lectures%20 Editorial. htm Twigg C. A. (2011) The math emporium: A silver bullet for higher education. Change, 43(3), 25 -34. doi: 10. 1080/00091383. 2011. 569241

Any Questions? Tyler Wallace Math Instructional Specialist Big Bend Community College tylerw@bigbend. edu 509. 793. 2185 @wallace. STEM