Flipped classroom instruction produced significantly higher calculus achievement than traditional instruction in a quasi-experiment at University of Tabuk¶

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

Subclaims¶

q2 i? Preparatory-year students taught Math2 via flipped classroom with Moodle-recorded videos scored significantly higher on a calculus achievement test than students taught traditionally, after ANCOVA adjustment. → Albalawi 2018

Evidence¶

Albalawi 2018¶

Albalawi, A.S. (2018). The effect of using flipped classroom in teaching calculus on students‟ achievement at University of Tabuk. International Journal of Research in Education and Science (IJRES), 4(1), 198-207. https://doi.org/10.21890/ijres.383137

q2 · i? · causal · r2

Quasi-experiment with a control group (taught traditionally, no video access) and a treatment group (flipped instruction via Moodle videos), 92 students total, tested with one-way ANCOVA. The treatment mean (19.87) exceeded the control mean (14.96), and the article reports "The effect size was 0.522" for the group factor.

"However, there were significant differences among students‟ means in favor of the treatmen t group which was taught by using flipped classroom. The effect size was 0.522, meaning that the effect of the independent variable (teaching with a flipped classroom) has an effect of 52% in student performance"

Discussion¶

Related Claims¶

• Flipped classroom instruction produced higher instructional material motivation scores than traditional instruction — related
• Flipped classroom instruction produced higher achievement posttest scores than traditional instruction in an instructional technologies course for pre-service mathematics teachers — related
• Cohorts taught with the flipped classroom earned significantly higher average grades than earlier cohorts taught traditionally, in a non-equivalent-groups comparison — related
• A blended/hybrid flipped calculus course with an FC Orientation module improved student learning performance and perceptions significantly over the traditional lecture format — a broader claim this one bears on
• No statistically significant difference in calculus achievement was found among students by major (medicine, applied medical science, engineering, computer science, science) — related