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Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

preprint
revised on 19.11.2020, 06:00 and posted on 19.11.2020, 07:32 by Lynn C. Reimer, Kameryn Denaro, Wenliang He, Renee Link

Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to “get ahead” and Repeaters taking the course to “get back on track.” The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. While most students responded positively to the flipped course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access and retention of diverse students in STEM.

History

Email Address of Submitting Author

rlink@uci.edu

Institution

University of California, Irvine

Country

United States

ORCID For Submitting Author

0000-0001-5751-297X

Declaration of Conflict of Interest

The authors declare no competing financial interests.

Version Notes

V3. Reparameterized statistical models. Included passing rates for both courses and course GPA for OCII. Moved Year 5 survey results to SI. Other manuscript revisions for organization and clarity. New SI files included.

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