Proceedings of The 6th International Academic Conference on Teaching, Learning and Education
Year: 2023
DOI: https://www.doi.org/10.33422/6th.tleconf.2023.06.105
[PDF]
Improving Students’ Performance and Decreasing the Academic Equity Gaps in Gateway Chemistry Course by Course Redesign in Favor of Evidence-Based Teaching Approaches and Increased Course Structure
Stackpool Lyudmyla, Premarathna Galkande Iresha, Leahy Denis
ABSTRACT:
Academic equity gaps in groups of underrepresented students are one of the most concerning problems in higher education, especially in gateway courses where students learn the foundational skills and knowledge to succeed in upper division courses. The effect of the course redesign in favor of a blended high structure course delivery format on student performance in gateway General Chemistry course was evaluated using a logistic regression analysis and qualitative summative content analysis. Four versions of General Chemistry course taught by the same instructor were assessed based on the course final grades. The sample design included students enrolled in the traditional face-to-face low structure course, control section 1 (spring 2018), with initial population 89; a blended predominantly online low structure course, control section 2 (spring 2021), with initial population 93; two blended high-structure courses, experiment in current research: 80% online 20% face-to-face (spring 2022), and 50% online 50% face-to-face (spring 2023), with initial populations 86 and 88 students respectfully. Findings suggest that blended high structure course design with the flipped classroom teaching/learning model offered in conjunction with Supplemental Instruction significantly enhanced student performance.. It was found that a blended high structure course delivery format when offered in 50% online 50% face-to-face proportion has a better effect on student academic performance and led to a meaningful decrease in C-DFW grade percentage by 9.69% and 21.64% as compared with control sections 1 and 2, respectfully. This blended delivery structurealso led to elimination of the academic equity gaps within several groups of students including students of color and first-generation students.
keywords: course redesign, flipped classroom, gateway course, high structure course, supplemental instruction