Improving Student Preparation and Pass Rates in Flipped Multivariable Calculus with Low-Stakes, Daily Quizzes

Abstract

Motivating students to watch pre-lesson videos to prepare for class is among the most significant challenges cited with flipped learning. We demonstrate boosting student preparation by up to 29% by implementing start-of-lesson quizzes. This is shown through the comparison of a flipped control group without the quizzes to flipped experimental groups including the quizzes. Results indicate daily, low-stakes quizzes can also reduce failure/withdrawal rates and help maintain student motivation to prepare for class. An 8% improvement in final exam scores was also found in comparison to the previous semester not including methods such as flipped learning. Statistically significant correlations were also found between student perceptions of the class and their video-viewing habits, homework completion and graded event scores.