Flipped classroom combined with active-learning activities yields higher pooled exam scores than flipped classroom with minimal discussion in introductory A&P¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in the active-learning flipped condition outperformed the minimal-discussion control on pooled exam grades (76.8 vs 67.8, p<0.001). → Maria Entezari & Mohammad Javdan 2016

Evidence¶

Maria Entezari & Mohammad Javdan 2016¶

Maria Entezari & Mohammad Javdan. (2016). Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology. International Journal of Higher Education, Vol. 5, No. 4. https://doi.org/10.5430/ijhe.v5n4p222

q2 · i? · causal · r1

Quasi-experimental comparison of pooled grades on three multiple-choice exams between the active-learning treatment (n=32) and control (n=34) groups, both taught by the same instructor. The treatment group averaged "76.8 ± 1.89" vs "67.8 ± 1.88", p<0.001; no effect size was printed.

"Students’ performance was significantly better in the treatment group for all combining data of the three exams [Mean ± SE; 76.8 ± 1.89 in the treatment group vs 67.8 ± 1.88 in the control group, p<0.001]."

Discussion¶

Related Claims¶

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• Flipped classroom shows a significant pooled advantage over lecture-based learning in dental education (SMD = 0.50) — a broader claim this one bears on
• Flipped classroom significantly improves theoretical exam scores over lecture-based learning in Chinese undergraduate preventive medicine courses (pooled SMD 0.99) — a broader claim this one bears on
• Flipped classroom instruction is associated with higher student satisfaction than traditional instruction in medical education (SMD 0.82). — related
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