A Action Research of the Flipped Classroom for Teaching Undergraduate Calculus Course

In this project we discuss flipped instructional model, the expenditures by applying pedagogical practices, and how it can transform the teaching and learning of calculus regarding inquiry-based aproach. We conduct participatory action research method to examine the benefits and challenges of using flipped instructional model in calculus for freshman. We adopt the technical and the emancipatory points of view in context of action research approach. Based on the emancipatory instruction, the principal investigator of this project gives weekly feedback according to his classroom observation to the instructor. From the technical point of view, we conduct experimental approach to determine any significant differences in achievement related to flipping the instructional delivery.