Abstract
In this paper, we will introduce partial results from our 3-year NSF funded grant titled “Inverted and Active Learning Pedagogies (IALP) for Student Success.” We will present our results comparing student achievement between inverted (flipped) classrooms and traditional lecture formats in statistics classes at Texas Lutheran University. Included are a brief introduction, the study design, data gathering, faculty and students’ surveys, and the methodology used for the study. We will share results from instruments that were developed to measure different levels of cognitive understanding across multiple sections of the same introductory statistics classes. We will also examine grades, withdrawals, potential professor effects, student characteristics, class size effects, video saturation, accountability of students for watching videos, and student evaluations of various activities in the classroom.
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