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Emporium Math

Emporium Math. And the Flipped Classroom. The Problem. 95% of students place into pre-college math Students not passing pre-college math Pre-Algebra: 56% Beginning Algebra: 42% Intermediate Algebra: 50% All Pre-College: 48% Students not passing consecutive courses

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Emporium Math

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  1. Emporium Math And the Flipped Classroom

  2. The Problem • 95% of students place into pre-college math • Students 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)

  3. 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)

  4. 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)

  5. What is Emporium Math? • Students watch videos for content • Instant 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 attendance

  6. The BBCC Emporium • Students watch 5-10 minute YouTube Video • Complete 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 Videos

  7. 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)

  8. 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

  9. 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!

  10. Detail Results - Success • For those who really like stats:

  11. Detail Results - Withdraw • For those who really like stats:

  12. 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!

  13. Detail Results • For those who really like stats:

  14. Accelerated Success • Students are allowed to complete the three course series in shorter time frame • Many 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 term

  15. Unexpected Result With an increase in student success at the precollege level, enrollment in college level courses has dramatically increased!

  16. 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)

  17. 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 (8th ed.). Boston, MA: Wadsworth Cengage Learning. Nilson, L. B. (2010). Teaching at its best: A research-based resource for college Instructors (3rd 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: 10.1080/00091383.2011.569241

  18. Any Questions? Tyler Wallace Math Instructional Specialist Big Bend Community College tylerw@bigbend.edu 509.793.2185 @wallaceSTEM

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