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This paper provides a case study comparing the effectiveness of traditional face-to-face, flipped classroom, hybrid and asynchronous fully online teaching and learning environments. An analysis of the collected data is discussed for student success rates in three lower level courses in mathematics including College Algebra, Pre-Calculus, and Calculus and an introductory aerospace engineering course that were taught with these different teaching delivery modes. The gender base difference in performance is analyzed for the math courses. The students enrolled in these courses were from under-represented groups at a historically black university. In addition, this paper identifies the strengths and weaknesses of each pedagogical approach.
Author(s):
Chadia Affane Aji
Mathematics
Tuskegee University
United States
M.Javed Khan
Aerospace Science Engineering
Tuskegee University
United States