USING MIXED-METHODS TO EVALUATE A “FLIPPED” HYDROGEOLOGY COURSE

The effectiveness of course delivery in an undergraduate hydrogeology lecture and lab course was evaluated using a mixed-methods approach. Student’s academic performance in a previous semester of traditional lecture and lab were compared to the “flipped” lecture and lab course, in which students complete solitary learning activities on their own outside of class, such as learning terminology and acquiring baseline knowledge, and then apply and develop that knowledge in the classroom. Initial results indicate the “flipped” course delivery was a more effective method. Quantitative analyses included comparisons of overall academic performance and identical questions on quizzes, assignments, and exams. The mean improved approximately 6% for quizzes and assignments, 12% for exams, and 8% for final course grades. Additionally, students in the “flipped” course completed anonymous learning surveys at the end of each class, which allowed for the creation of additional material for confusing topics. Student engagement, confidence, and perception of course delivery were evaluated through interviews and surveys. Results indicated students preferred the “flipped” course delivery to traditional delivery, were more confident about the material than the grades at the time of their interview suggested, and 50% of the class found in class activities “extremely useful” for understanding material.

Using a mixed-methods approach allowed for evaluations during the course, which provided opportunities to increase student understanding of confusing topics and more easily determine which students were falling behind. Additionally, information from the mixed-methods approach provides information that will further improve the course delivery. These types of mixed-methods approach could easily be adapted to evaluate effectiveness of other undergraduate courses.