Flipped and traditional instruction did not differ in students' technological perception scores¶

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? There was no significant difference between groups on the Technological Perception Scale posttest, and equivalence was not tested. → İlknur Özpinar 2016

Evidence¶

İlknur Özpinar 2016¶

İlknur Özpinar, Arzu Aydoğan Yenmez, Semirhan Gökçe. (2016). Application of Flipped Classroom Model in the Instructional Technologies and Material Development Course. Journal of Education and Training Studies, Vol. 4, No. 12. https://doi.org/10.11114/jets.v4i12.1934

q2 · i? · causal · r1

Technological Perception Scale given as pretest and posttest to both groups (25 per group); posttest means were 4.08 and 4.06 with "[[t (48)=.24, p>.05]". No effect size is printed.

"It was found that there was no significant difference between groups in terms of the Technological Perception Scale posttest scores by the method applied [[t (48)=.24, p>.05]."

Discussion¶

Related Claims¶

• Flipped classroom instruction produced higher achievement posttest scores than traditional instruction in an instructional technologies course for pre-service mathematics teachers — related
• Flipped and traditional groups did not differ in basic technology competencies — related