A Flipped Class to Support the Success of At-Risk Students
Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of set...
| Published in: | Student Success |
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| Format: | Article |
| Language: | English |
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QUT Library
2024
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| Online Access: | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85186234133&doi=10.5204%2fssj.2975&partnerID=40&md5=cf95c3120027d1ddac36b44fa5ae5696 |
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2-s2.0-85186234133 |
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2-s2.0-85186234133 Voon L.L.; Leong S.H.; Liew C.Y. A Flipped Class to Support the Success of At-Risk Students 2024 Student Success 15 1 10.5204/ssj.2975 https://www.scopus.com/inward/record.uri?eid=2-s2.0-85186234133&doi=10.5204%2fssj.2975&partnerID=40&md5=cf95c3120027d1ddac36b44fa5ae5696 Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class. © The Author/s 2024. QUT Library 22050795 English Article All Open Access; Gold Open Access |
| author |
Voon L.L.; Leong S.H.; Liew C.Y. |
| spellingShingle |
Voon L.L.; Leong S.H.; Liew C.Y. A Flipped Class to Support the Success of At-Risk Students |
| author_facet |
Voon L.L.; Leong S.H.; Liew C.Y. |
| author_sort |
Voon L.L.; Leong S.H.; Liew C.Y. |
| title |
A Flipped Class to Support the Success of At-Risk Students |
| title_short |
A Flipped Class to Support the Success of At-Risk Students |
| title_full |
A Flipped Class to Support the Success of At-Risk Students |
| title_fullStr |
A Flipped Class to Support the Success of At-Risk Students |
| title_full_unstemmed |
A Flipped Class to Support the Success of At-Risk Students |
| title_sort |
A Flipped Class to Support the Success of At-Risk Students |
| publishDate |
2024 |
| container_title |
Student Success |
| container_volume |
15 |
| container_issue |
1 |
| doi_str_mv |
10.5204/ssj.2975 |
| url |
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85186234133&doi=10.5204%2fssj.2975&partnerID=40&md5=cf95c3120027d1ddac36b44fa5ae5696 |
| description |
Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class. © The Author/s 2024. |
| publisher |
QUT Library |
| issn |
22050795 |
| language |
English |
| format |
Article |
| accesstype |
All Open Access; Gold Open Access |
| record_format |
scopus |
| collection |
Scopus |
| _version_ |
1809677883964129280 |