Abstract
The empirical assessments of the traditional teaching approach of lecturing in the undergraduate classroom indicate its ineffectiveness in the learning process. This traditional pedagogy has been identified as one of the major reasons adversely impacting student engagement and motivation, especially in the science, technology, engineering and mathematics (STEM) fields. Research on learning provides strong evidence that active-learning can have a positive impact on student learning outcomes. The biggest challenge with incorporating active-learning strategies in the classroom is the time constraint of the traditional class period. One of the approaches that is finding increasing acceptance among educators is the use of the flipped classroom. This paper shares details of the impact of active-learning on academic achievement of students from groups underrepresented in STEM in introductory mathematics and aerospace engineering courses. The results indicated that the performance of students who took the courses with the active learning improved.
Highlights
The 20th century and the last almost two decades of the 21st century have seen an exponential increase in discoveries and inventions that have found extensive use globally and have spawned ever expanding job and career opportunities
This paper shares details of the impact of active-learning on academic achievement of students from groups underrepresented in STEM in introductory mathematics and aerospace engineering courses
The results indicated that the performance of students who took the courses with the active learning improved
Summary
The 20th century and the last almost two decades of the 21st century have seen an exponential increase in discoveries and inventions that have found extensive use globally and have spawned ever expanding job and career opportunities. Several constructs have been identified that impact persistence, retention and academic success These constructs include self-efficacy, motivation and engagement. Active learning provides opportunities for meaningful academic activities which has a positive impact on retention especially of first year students [16]. In the flipped classroom approach, the “lecture” is moved out of the classroom in the form of engaging audio-video enhanced learning material for students to study before coming to class. Flipped classrooms have been reported to enhance problem-solving capability [25] [26] [27] [28], improve academic performance and overall grades [26] [29]-[35], and increase retention [26] [33] [36].
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