Emporium Math The Problem 95 of students place into precollege math Students not passing precollege math PreAlgebra 56 Beginning Algebra 42 Intermediate Algebra 50 All PreCollege 48 ID: 685072
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Slide1
And the Flipped Classroom
Emporium MathSlide2
The Problem
95% of students place into pre-college mathStudents not passing pre-college math
Pre-Algebra: 56%
Beginning Algebra: 42%
Intermediate Algebra: 50%
All Pre-College: 48%
Students not passing consecutive courses
12% pass two consecutive courses in two consecutive quarters
Source: BBCC Institutional Research (2011, 2013)Slide3
The problem with Lecture
Passively listening to teacher does not create long term learning (Nilson, 2010)
Even taking notes in class during lecture does not create long term learning (
Kanar
, 2011)
Lecture did not work for these students in high school, why would it work in college? (
Twigg
, 2011)Slide4
What is a Flipped Classroom?
The flipped classroom model involves the teacher delivering the 'taught' element outside of the classroom. Students complete this element of their learning prior to attending the lesson. This allows the teacher to spend more 1:1 time with students in lessons consolidating their learning and allowing them to progress to more challenging tasks quicker.
(Steed, 2012, p. 10)Slide5
What is Emporium Math?
Students watch videos for contentInstant feedback on progress via online homework system
On-demand help available from tutors and instructors (1:15 ratio)
Mastery required to move on
Flexible pace (1-4 quarters to complete)
Required attendanceSlide6
The BBCC Emporium
Students watch 5-10 minute YouTube VideoComplete a 2 problem checkpoint (100%)After several videos, complete 15 problem assignment (80%)
After several assignments complete a practice test (80%)
Complete a test (75% weighted average)
All resources open source: WAMAP, Textbook
, YouTube VideosSlide7
Research
Low success tends to connected to math anxiety related to a belief that the student cannot do math (Ashcraft & Krause, 2011)This belief is confirmed from a long history of math failure and seeing others fail. Thus the students lack the motivation to even try (Hall &
Ponton
, 2005)
The primary reason students do not succeed in traditional courses is they do not actually do the problems (
Twigg
, 2005)
The Emporium raises this self-efficacy belief in students through mastery experience and vicarious experiences (Hodges, 2008
)
Emporium
Models have been shown to increase student success by an average of 51% (
Twigg
, 2011)Slide8
Methodology
Three Questions:
Do Emporium students pass at a higher rate?
Do Emporium students withdraw at a lower rate?
Do Emporium students succeed in the college level at the same rate as lecture students?
2012-2013 school year
Students allowed to select lecture or emporium
Some instructors taught both modalities, all students given the same final
Success rates, withdraw rates and success at college level tracked
Chi-squared analysis of 2x2 contingency table at the
significance level
Slide9
Results
Emporium students are significantly more likely to pass their pre-college math courses,
2
(1,
N
= 1421) = 74.86,
p
< 0.01, 1.47.
Emporium success rates jumped to 75% (
n
= 1028)
Lecture success rates 51% (
n
= 393)
Emporium students 47% more likely to pass!
Emporium students are significantly less likely to withdraw from pre-college math courses,
2
(1,
N
= 1421) = 57.03,
p
< 0.01, 2.64.
Emporium withdraw rate: 9%
Lecture withdraw rate: 25%
Lecture student 164% more likely to withdraw!Slide10
Detail Results - Success
For those who really like stats:
Course
Modality
N
x
P
df
2
p
ES
Pre
Lecture Success
101
53
52%
1
16.65
<0.01
1.41
Emporium Success
299
222
74%
Beginning
Lecture Success
112
59
53%
1
25.17
<0.01
1.46
Emporium Success
398
306
77%
Intermediate
Lecture Success
180
89
49%
1
27.83
<0.01
1.47
Emporium Success
331
241
73%
All
Lecture Success
393
201
51%
1
74.86
<0.01
1.47
Emporium Success
1028
771
75%Slide11
Detail Results - Withdraw
For those who really like stats:
Course
Modality
N
X
P
df
2
p
ES
Pre
Lecture Withdraw
101
22
21%
1
11.42
<0.01
2.41
Emporium Withdraw
299
27
9%
Beginning
Lecture Withdraw
112
22
19%
1
12.43
<0.01
2.44
Emporium Withdraw
398
32
8%
Intermediate
Lecture Withdraw
180
53
29%
1
40.01
<0.01
3.61
Emporium Withdraw
331
37
11%
All
Lecture Withdraw
393
97
25%
1
57.03
<0.01
2.64
Emporium Withdraw
1028
96
9%Slide12
College Level
There is no statistical difference of student performance in college level lecture courses when comparing emporium and lecture precollege experiences,
2
(1,
N
= 312) = 1.87,
p
= 0.17, 1.15
No difference in success, however we are getting SIGNIFICANTLY more students to the college level!Slide13
Detail Results
For those who really like stats:
Course
Modality for Algebra
N
X
P
df
2
p
ES
Math in Society
Lecture Success
32
20
63%
1
0.25
0.48
1.12
Emporium Success
25
14
56%
Pre-
Calc
Lecture Success
72
39
54%
1
1.00
0.32
1.21
Emporium Success
49
22
45%
Stats
Lecture Success
86
51
59%
1
0.65
0.42
1.14
Emporium Success
48
25
52%
All
Lecture Success
190
110
58%
1
1.87
0.17
1.16
Emporium Success
122
61
50%Slide14
Accelerated Success
Students are allowed to complete the three course series in shorter time frameMany students complete the three courses in two quarters
Four students have completed all three courses in one quarter
Two of them during a short summer termSlide15
Unexpected Result
With an increase in student success at the precollege level, enrollment in college level courses has dramatically increased!Slide16
Best Practices
Lots of student/instructor interaction (one-on-one or in groups)Class time used for higher ordered thinking and activities
Develop as much of your curriculum as possible
Let the computer do what the computer does best and the instructor do what the instructor does best
Students don’t do optional – everything is required (notes/workbook, attendance, homework)Slide17
References
Ascraft, M. H. & Krause, J. A. (2011) Working memory, math performance, and math
anxiety.
Psychonomic
Bulletin & Review, 14
(2), 243-248.
BBCC Institutional Research (2011).
BBCC Developmental Math Failure Rates
. Moses
Lake, WA: Starr Bernhardt.
BBCC Institutional Research (2013).
Precollege Success Quarter-to-Quarter
. Moses
Lake, WA: Starr Bernhardt.
Hall, J. M., &
Ponton
, M. K. (2005). Mathematics self-efficacy of college freshman.
Journal of Developmental Education, 28
(3), 26-32.
Hodges, C. B. (2008). Self-efficacy, motivational email, and achievement in
asynchronous math course.
The Journal of Computers in Mathematics and
Science Teaching, 27
(3), 265-285.
Kanar
, C. C. (2011).
The Confident Student
(8
th
ed.). Boston, MA: Wadsworth
Cengage
Learning.
Nilson
, L. B. (2010).
Teaching at its best: A research-based resource for college
Instructors
(3
rd
ed.). San Francisco, CA:
Jossey
-Bass
Steed, A. (2012). The flipped classroom.
Teaching Business & Economics, 16
(3), 9-11.
Twigg
C. A. (2005) Math lectures: An oxymoron? Retrieved from
http://www.thencat.org/PlanRes/Math%20Lectures%20Editorial.htm
Twigg
C. A. (2011) The math emporium: A silver bullet for higher education.
Change,
43
(3), 25-34.
doi
: 10.1080/00091383.2011.569241Slide18
Any Questions?
Tyler Wallace
Math Instructional Specialist
Big Bend Community College
tylerw@bigbend.edu
509.793.2185
@
wallaceSTEM