Project Overview
Problem
Utilizing Flipped classrooms has become a popular pedagogy practice in many classrooms. In flipped classrooms, reading guides related to specific learning objectives are provided which learners are expected to complete before class. However, many learners end up not utilizing the provided guides.
Solution
Incentivizing with as small as 1 point, motivated students to utilize reading guides which resulted in better preparation and engagement in class. Most importantly, students felt more confident about assessments.
Process
- Designed and distributed survey to all learners
- Quantitative and Qualitative analysis revealed the issue was no incentive was tied to the reading guide.
- Performed A/B Testing of the control group and experimental group where one point was associated to the reading guide.
- Performed contextual observation throughout 3-month period during every class time.
- Quantitative analysis was done on learners’ performance between the two groups.
Key Insights and Impact
- As low as one point on a reading guide was sufficient enough to motivate the learners which resulted in 80% increase in completion rate.
- Learners with reading guide that had a point associated, reported they felt much more confident and prepared for discussions and assessments, which lead to 90% increase in learner engagement in the classroom.
- 75% of the learners in experimental group reported one-point was enough to hold them accountable. 95% of the learners in control group reported they wish there was point associated to the reading guide.
This work was presented at multiple symposiums and conferences