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Abstract Title: Longitudinal impact of flipped and traditional introductory physics courses
Abstract: The first two semesters of introductory calculus-based physics at Anonymous University are taught in two parallel formats: a flipped section (taught in a SCALE-UP-style active learning classroom, replacing lecture and recitation) and a traditional lecture section. To assess the influence on these formats on student performance and retention, we analyzed a data set of over 1000 students who took the traditional and/or flipped introductory courses in 2013-15, and tracked them longitudinally through their subsequent physics and engineering courses. Comparing grades in select later courses, initial results suggest that students who successfully completed the flipped version of Physics I received higher grades, while taking flipped Physics II is associated with lower grades. However, the full picture is more complicated. A greater fraction of the students who take flipped Physics II go on to take advanced courses, which suggests that this course with more active learning is associated with higher overall retention in physics and related fields.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.D1

Author/Organizer Information

Primary Contact: Benjamin W Dreyfus
George Mason University
Fairfax, VA 22030
and Co-Presenter(s)
Rebecca M Jones, George Mason University
An T Hoang, George Mason University