A Flipped Class to Support the Success of At-Risk Students

• Published in: STUDENT SUCCESS
• Main Authors: Li Voon, Li; Leong, Siow Hoo; Liew, Chin Ying
• Format: Article
• Language: English
• Published: QUEENSLAND UNIV TECHNOLOGY 2024
• Subjects: Education & Educational Research
• Online Access: https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001172648300001

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.