The flipped classroom model did not significantly affect pre-service teachers' academic achievement compared with traditional blended learning over four weeks¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 After a four-week treatment, the difference between pre- and post-test scores of the flipped classroom and traditional blended learning groups was not statistically significant, with a small effect size (η2=0.016). → Cabi 2018

Evidence¶

Cabi 2018¶

Emine Cabi. (2018). The Impact of the Flipped Classroom Model on Students' Academic Achievement. International Review of Research in Open and Distributed Learning, 19(3). https://eric.ed.gov/?id=EJ1185114

q2 · i1 · causal · r2

A randomized two-group experiment with 59 pre-service teachers (28 flipped, 31 control) in a Computer I course; a two-way ANOVA for mixed measures compared pre- and post-test achievement scores. The article reports "no significant differences" and a small effect size (η2=0.016), which it classifies as small per Cohen (1988).

"Accordingly, no significant differences were found in the means of the pre - and post-test scores of the two groups (F(1,57)= 0.926, p<0 .05, η2=0.016)."

Discussion¶

Related Claims¶

• Flipped learning produced no statistically significant difference in post-test video-production skill and knowledge scores compared with traditional lectures — related
• SRL support modules (progress dashboard and reflection prompts) in a flipped unit produced higher SRL skills, engagement, and learning performance than control — related