Students in flipped college algebra rated the course overall significantly lower than lecture-based students (p = .04)¶

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? On the item 'Overall, I rate the course as excellent,' flipped students' mean was 3.95 versus 4.34 for traditional students, statistically significant on a one-tailed t-test. → 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

Course-evaluation item comparison between flipped (N=43) and traditional (N=32) sections on the item "Overall, I rate the course as excellent"; flipped mean 3.95 versus 4.34, significant at "p = .04". Responses used a 1-5 agreement scale. No effect size is printed.

"In a one-tailed t-test, this difference was statistically significant, with p = .04."

Discussion¶

Related Claims¶

• The difference in ratings of 'The instructor created an environment conducive to the learning process' between flipped and traditional sections was not statistically significant (p = .09) — related
• Students in flipped college algebra sections scored significantly higher on the final exam than students in lecture-based control sections (p = .0143) — related
• Students in flipped college algebra rated 'The instructor encouraged my interest in the course' significantly lower than lecture-based students (p = .008) — related
• Students in flipped college algebra rated 'Overall, the instructor effectively facilitated my learning' significantly lower despite higher exam achievement (p = .04) — related