Students in flipped college algebra sections scored significantly higher on the final exam than students in lecture-based control sections (p = .0143)¶

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? Final exam scores in all flipped sections (mean 77.2, N=58) were significantly higher than in all control sections (mean 70.5, N=54), one-tailed t-test p = .0143. → Jenna Van Sickle 2016

Evidence¶

Jenna Van Sickle 2016¶

Jenna Van Sickle. (2016). Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom. Journal of the Scholarship of Teaching and Learning, Vol. 16, No. 2, April 2016, pp. 29-38. https://doi.org/10.14434/josotl.v16i2.19216

q2 · i? · causal · r1

Quasi-experimental comparison of final exam scores across four flipped college algebra sections (N=58) and six lecture-based control sections (N=54) at a small Catholic university; Table 3 reports means of 77.2 versus 70.5. The article reports a statistically significant difference with "p = .0143" and no effect size.

"Using a one-tailed t-test to determine the statistical significance in all flipped and all control scores, the flipped classes’ scores are significantly higher than those of the traditional classes, with p = .0143."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• Students in flipped college algebra rated 'Overall, the instructor effectively facilitated my learning' significantly lower despite higher exam achievement (p = .04) — related
• Pre-service teachers taught with flipped learning scored significantly higher than lecture-taught peers on the first, second and final exams, but not on final grade — related
• Students in flipped college algebra rated the course overall significantly lower than lecture-based students (p = .04) — related
• Students in flipped college algebra rated 'The instructor encouraged my interest in the course' significantly lower than lecture-based students (p = .008) — related
• Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50) — a broader claim this one bears on
• Flipped classrooms are associated with higher theoretical knowledge scores than lecture-based teaching in medical education (pooled SMD = 1.26), with very high heterogeneity — a broader claim this one bears on
• Students in flipped sections scored significantly higher on total assessments than students in unflipped lecture-based sections — related