Improved engagement and learning in flipped-classroom calculus

We report on an effort to measure the effect of replacing traditional lecture-based teaching in calculus with a flipped-classroom approach. We base the comparison between the two teaching models on data from three sources: (a) a Calculus Baseline Test, designed specifically for this purpose and given as pre-test and post-test; (b) a survey measuring student engagement; and (c) student achievement on the final exam. On the Calculus Baseline Test, we found that the normalized gain was 13% higher in the flipped-classroom group. Similarly, the flipped-classroom group scored significantly higher on the engagement survey. Also, the students of the flipped-classroom group performed much better than expected on the final exam of the course, with a substantial decrease in failure rate.