Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom

Jenna R Van Sickle


In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were in the course and whether the instructor effectively facilitated learning. This article will draw on a variety of research to suggest reasons for these discrepancies and possible solutions to help improve student perception in learner-centered instruction.


flipped learning, inverted learning, learner-centered instruction, pedagogy, mathematics, college algebra

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DOI: https://doi.org/10.14434/josotl.v16i2.19216

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ISSN 1527-9316