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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental (flipped) group scored significantly higher than the control group on exam 1, exam 2 and the final exam in an educational technology course. → Almodaires et al. 2019 q2 i? Final grade did not differ significantly between the flipped group (M=85.66, SD=7.71) and the control group (M=83.79, SD=7.81). → Almodaires et al. 2019 (2)

Evidence¶

Almodaires et al. 2019¶

Abdullah M. Almodaires, Ghaida M. Alayyar, Tareq O. Almsaud & Faisal M. Almutairi. (2019). The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers. International Education Studies, 12(1). https://doi.org/10.5539/ies.v12n1p10

q2 · i? · causal · r2

Quasi-experimental comparison of 128 flipped-learning students (EG, two sections) against 67 lecture-taught students (CG, one section) in the IET-112 course, analysed with independent-samples t-tests in SPSS. The article reports "the EG had scores higher than the CG in the first, second, and final exams"; Table 5 shows t = 2.290, p = .023 (exam 1), t = 2.086, p = .038 (exam 2), t = 3.274, p = .001 (final exam).

"Results of the two-tailed t-test revealed the EG had scores higher than the CG in the first, second, and final exams. There was a significant difference among the three exam results of the EG."

Almodaires et al. 2019 (2)¶

Abdullah M. Almodaires, Ghaida M. Alayyar, Tareq O. Almsaud & Faisal M. Almutairi. (2019). The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers. International Education Studies, 12(1). https://doi.org/10.5539/ies.v12n1p10

q2 · i? · causal · r2

Same quasi-experiment: the overall final grade comparison was not significant (t = 1.601, p = .111 in Table 5), with the printed means "EG (M=85.66, SD=7.71)" and "CG (M=83.79; SD=7.81)". No effect size is reported.

"Nonetheless, the final grade variable did not manifest as a significant difference between the EG (M=85.66, SD=7.71) and the CG (M=83.79; SD=7.81)."

Discussion¶

Related Claims¶

• Students in flipped college algebra sections scored significantly higher on the final exam than students in lecture-based control sections (p = .0143) — related
• Flipped classroom instruction produced higher achievement posttest scores than traditional instruction in an instructional technologies course for pre-service mathematics teachers — related
• SRL support modules (progress dashboard and reflection prompts) in a flipped unit produced higher SRL skills, engagement, and learning performance than control — related
• Flipped classroom combined with active-learning activities yields higher pooled exam scores than flipped classroom with minimal discussion in introductory A&P — related
• Students in flipped sections scored significantly higher on total assessments than students in unflipped lecture-based sections — related
• Kuwaiti pre-service teachers held favourable perceptions of flipped learning, with over 90% agreement on six questionnaire items — related