Longitudinal assessment of student persistence, achievement, and attitude in a flipped biomedical engineering classroom using pencasts and muddiest point web-enabled tools

Studies show that student-centered instruction can be more effective than teacher-centered. Here, we investigated achievement, persistence, and attitude regarding several student-centered strategies in a one-credit, large-scale, statistics and design of experiment course for upper-division biomedical engineering (BME) undergraduates. More specifically, we asked "What is the effect of the flipped classroom, pencasts/online lectures, cyber-based muddiest point (unclear concept) collection, and group-based activities on attitude, achievement, and persistence?" Two components comprised the course. Prior to class, students watched pencasts, submitted the muddiest and most interesting points online, and completed practice problems. In class, students engaged in a review of the muddiest/most unclear points in class and then applied lecture material through group activities including statistical software-oriented problem solving sessions and design projects with the support of undergraduate teaching assistants and the instructor. To evaluate these student-centered strategies, three aspects were considered: persistence, attitude, and achievement. Persistence was measured as the number of students present during the second week of class and remaining at the final. To measure student value and attitude, two validated, custom surveys were administered in the middle and at the end of the semester anonymously: 1) the Student Value Survey on Muddiest Points (SVM) which focused on interest and usefulness as well as cost (emotion, time, effort) related to muddiest point collection and 2) the BME Student-centered Strategies (BSS) Survey regarding the flipped classroom, pencasts, muddiest points, and group activities. Lastly, most recently, a ten-question concept quiz was created and piloted to assess achievement related to key statistical and design of experiment concepts. Persistence tracked for three semesters showed a value of greater than 98%. Student attitude surveys completed during the same time frame also showed positive outcomes, supporting the notion of high self-efficacy. Briefly, with respect to the SVM, the majority of students (n=149) agreed with statements concerning value (94%), interest (62%), and cost (78%). According to the BSS survey, all engagement strategies were favorable with opinions of the pencast statistically higher than the rest of the interventions (0.9/1, n=132 students) and the flipped classroom statistically lower than the other interventions (0.69/1, n=132 students). In terms of achievement, pre-instruction data of the concept quiz yielded a score of 44% (n=82) for Fall 2014 and post-instructions scores were 75% for Spring 2014 (n=33) and 76% for Fall 2014 (n=49). Analysis of the fall paired data showed a large, statistically significant increase in conceptual understanding (n=37 pairs). In general, this multi-faceted, integrated assessment approach focusing on persistence, attitudinal, and achievement supported this unique instructional paradigm as an effective pedagogy for teaching and learning in the flipped classroom. Further, this work demonstrates that longitudinal tracking is an effective means for continuous improvement of course content and pedagogy.