Flipped courses show no reduction in academic performance compared with lecture-based courses.¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Grade point averages were roughly equal across all six courses, and perceived learning was equivalent (8.80 flipped vs. 8.77 traditional). → Gross 2015

Evidence¶

Gross 2015¶

Gross, B., Hoffman, M., Marinari, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: Student satisfaction and the college classroom. Educational Research Quarterly, 39(2), 37-52. https://eric.ed.gov/?id=EJ1166718

q2 · i? · causal · r1

Objective grades and a subjective perceived-learning item were compared across the three flipped and three traditional courses. The authors found "a roughly equal grade point average" with no statistically significant difference between formats.

"What we found is that all six courses had a roughly equal grade point average, showing no statistical significance for the clear superiority of either format."

Discussion¶

Related Claims¶

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• Flipped classroom has a moderately positive effect on college students' academic performance (SMD = 0.66) — reports the opposite
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• Flipped classrooms are associated with improved case analysis/problem-solving ability in medical education (pooled SMD = 1.50), though statistical significance was not retained in all leave-one-out analyses — related
• Flipped classrooms are associated with improved procedural/technical skills in medical education (pooled SMD = 1.80), with larger effects among residents and in theoretical-course settings — related