Flipping the Classroom for Introduction to Probability and Statistics for Engineers

Introduction to Probability and Statistics for Engineers, IENG 213, is a foundational course in the Industrial Engineering curriculum at West Virginia University (WVU). The challenge has been finding the best teaching method to instill concept learning. A “flipped classroom” teaching style has been gaining momentum throughout higher education and has had proven success in STEM fields. At WVU, beginning with the 2016 Fall semester, the teaching model for the class used a flipped classroom style for one of the instructors. Data on statistical concept learning, using the University of Oklahoma validated statistics concept inventory instrument (Allen K., 2006), was collected for five semesters for a flipped classroom and two semesters for a traditional lecture classroom. This difference in class type, coupled with the concept inventory results has provided an opportunity to compare the pedagogical effect on student concept learning. In addition, this research has expanded the current body of research by including two math factors – (1) the Initial math level of engineering students at the start of their academic career and, (2) an aggregate math grade through Calculus 2, which is the co-requisite for IENG 213. This study infers the influence of math preparedness and the effectiveness of the type of instructional methodology on student concept learning. This analysis shows that depending on initial math level and math grade, certain students on average improve concept learning in a flipped classroom