Presentation Title

Innovative Classroom Assessment

Faculty Mentor

Faye Wachs and Juliana Fuqua

Start Date

18-11-2017 11:30 AM

End Date

18-11-2017 11:45 AM

Location

15-1822

Session

Social Science 3

Type of Presentation

Oral Talk

Subject Area

education

Abstract

Key Words:

Flipped classroom model

Mechanical Engineering

Academic Success

STEM education

Bottleneck course

Web-based learning platform

Mechanical Engineering is a rigorous major chosen by over 1000 students that attend Cal Poly Pomona. ME 311 is a bottleneck course in the ME curriculum that poses a severe hindrance to student success due to the high failure rate. A study conducted by Taotao Long (2016) demonstrated that students had positive attitudes towards using pre-class videos in the flipped classroom (Long, 2016). In Winter 2017 and Spring of 2017, a web-based learning platform and a flipped classroom model was developed and implemented in two sections of ME 311. Grade point average, socio-emotional variables, and focus group data were collected at the start and end of each quarter. Results from both quarters demonstrated the effectiveness of the flipped classroom. In the experimental group (Winter and Spring sections, n=63) 11.1% of students earned a failing grade (D, F, W), and 41.3% of students received an A. In contrast, 34.3% of students in the control group (Winter and Spring sections, n=64) earned a failing grade, and 14.1% earned an A. In addition, t-tests revealed that the socio-emotional and cognitive beliefs scale results suggested that, compared to the control group, students in the experimental group perceived the class as significantly more stimulating. This study is a portion of a larger, ongoing study on improving the academic success of the students. Our future direction is to track and assess the students' ongoing success and apply our findings to other courses. We hope to contribute to the ever-expanding educational innovations that are promoting the success of our students.

Summary of research results to be presented

Results from both quarters demonstrated the effectiveness of the flipped classroom on final grades. In the experimental group (Winter and Spring sections, n=63) 11.1% of students earned a failing grade (D, F, W), and 41.3% of students received an A. In contrast, 34.3% of students in the control group (Winter and Spring sections, n=64) earned a failing grade, and 14.1% earned an A. In addition, t-tests revealed that the socio-emotional results and cognitive beliefs scale results suggested that, compared to the control group, students in the experimental group perceived the class as significantly more stimulating, satisfying, valuable, enjoyable. The focus group interviews revealed that students in the experimental group felt they gained more from the course than those in the control group.

This document is currently not available here.

Share

COinS
 
Nov 18th, 11:30 AM Nov 18th, 11:45 AM

Innovative Classroom Assessment

15-1822

Key Words:

Flipped classroom model

Mechanical Engineering

Academic Success

STEM education

Bottleneck course

Web-based learning platform

Mechanical Engineering is a rigorous major chosen by over 1000 students that attend Cal Poly Pomona. ME 311 is a bottleneck course in the ME curriculum that poses a severe hindrance to student success due to the high failure rate. A study conducted by Taotao Long (2016) demonstrated that students had positive attitudes towards using pre-class videos in the flipped classroom (Long, 2016). In Winter 2017 and Spring of 2017, a web-based learning platform and a flipped classroom model was developed and implemented in two sections of ME 311. Grade point average, socio-emotional variables, and focus group data were collected at the start and end of each quarter. Results from both quarters demonstrated the effectiveness of the flipped classroom. In the experimental group (Winter and Spring sections, n=63) 11.1% of students earned a failing grade (D, F, W), and 41.3% of students received an A. In contrast, 34.3% of students in the control group (Winter and Spring sections, n=64) earned a failing grade, and 14.1% earned an A. In addition, t-tests revealed that the socio-emotional and cognitive beliefs scale results suggested that, compared to the control group, students in the experimental group perceived the class as significantly more stimulating. This study is a portion of a larger, ongoing study on improving the academic success of the students. Our future direction is to track and assess the students' ongoing success and apply our findings to other courses. We hope to contribute to the ever-expanding educational innovations that are promoting the success of our students.