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Elesha Goodfriend – ProQuest LLC, 2024
The primary purpose of this study was to compare academic variables from students participating in mixed teaching methods/course revitalization biology courses to those in traditional courses at two community colleges in Tennessee. A two-group comparison design using archived data was used, which evaluated differences in final grades, exam scores,…
Descriptors: Science Instruction, Biology, Teaching Methods, Comparative Analysis
Barral, Ana Maria; Ardi-Pastores, Veronica C.; Simmons, Rachel E. – CBE - Life Sciences Education, 2018
A flipped-classroom environment generally strives to create more in-class time for activities that enhance student learning, while shifting some content delivery to outside the classroom through the use of short didactic videos. We compared a flipped-classroom setting with the traditional ("control") setting for an accelerated…
Descriptors: Video Technology, Homework, Teaching Methods, Biology
Heuett, William J. – PRIMUS, 2017
Students' learning experiences in an introductory statistics course for non-math majors are compared between two different instructional approaches under controlled conditions. Two sections of the course (n = 52) are taught using a flipped classroom approach and one section (n = 30) is taught using a traditional lecture approach. All sections are…
Descriptors: Mathematics Instruction, Nonmajors, Educational Technology, Technology Uses in Education
Shattuck, James C. – Journal of Chemical Education, 2016
Organic chemistry is very challenging to many students pursuing science careers. Flipping the classroom presents an opportunity to significantly improve student success by increasing active learning, which research shows is highly beneficial to student learning. However, flipping an entire course may seem too daunting or an instructor may simply…
Descriptors: Organic Chemistry, Teaching Methods, Science Instruction, Control Groups
Hibbard, Lisa; Sung, Shannon; Wells, Breche´ – Journal of Chemical Education, 2016
Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a…
Descriptors: Science Instruction, College Science, Blended Learning, Educational Technology
Revell, Kevin D. – Journal of Chemical Education, 2014
Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized…
Descriptors: Chemistry, Science Instruction, Laptop Computers, Computer Software
Gebru, Misganaw T.; Phelps, Amy J.; Wulfsberg, Gary – Chemistry Education Research and Practice, 2012
This study reports the effects of student response systems (clickers) "versus" online homework on students' long-term retention of General Chemistry I course material. Long-term content retention was measured by a comprehensive yearlong American Chemical Society (ACS) GC97 exam administered seven months after students had completed the General…
Descriptors: Chemistry, Science Instruction, Science Tests, Science Achievement