Students in a model-designed flipped algebra course showed significant pre-to-post gains in mature views of mathematics¶

Claim · All claims
Evidence · 1 study · design r3 · q2 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Participants showed significantly higher post-VAMS scores (M = 3.59) than pre-VAMS scores (M = 3.28), with r = 0.56. → Lee 2017

Evidence¶

Lee 2017¶

Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Education Tech Research Dev. https://doi.org/10.1007/s11423-016-9502-1

q2 · i3 · design · r3

External field evaluation of a 15-week flipped algebra course designed with the final model; 17 students completed the VAMS. The article reports "significantly higher scores in the post-VAMS" with r = 0.56.

"Both Wilcoxon signed rank test and paired t test indicated that participants showed significantly higher scores in the post-VAMS ( M = 3.59, SE = 0.085) than in the pre-VAMS (M = 3.28, SE = 0.061), ( Z = 2.33, t(17) = 2.774, p \ 0.05, r = 0.56)."

Discussion¶

Related Claims¶

• Students in the flipped algebra course showed significant increases in quality of reflections and satisfaction — related
• Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related
• Preservice elementary teachers reported limited and distorted perceptions of geometry, exemplified by 2-D-only examples and an algebra-dominated view of mathematics — related