Flipped learning improves higher-order thinking skills (analyzing, evaluating, creating) of college business ESP students more than traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-group students scored significantly higher than controls on analyzing, evaluating, and creating, and on total HOTs (t = 6.95, p = .00). → Salem 2018

Evidence¶

Salem 2018¶

Salem, A. A. M. S. (2018). Engaging ESP University Students in Flipped Classrooms for Developing Functional Writing Skills, HOTs, and Eliminating Writer's Block. English Language Teaching, 11(12). https://doi.org/10.5539/elt.v11n12p177

q2 · i? · causal · r1

T-test analysis of the HOTs performance test (75 points across analysis, evaluation, creation) in the same quasi-experiment. Table 10 reports total means of 51.53 (experimental) vs 37.48 (control), t = 6.95, p = .00, with subskill t values of 7.24, 6.26, and 5.18, all p = .00.

"Table 10 shows that implementing flipped leaning practices improved the higher-order thinking skills of the college business students in the experimental group, namely, analyzing, evaluating, and creating."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Flipped classroom instruction produces higher functional writing skills than traditional teaching among third-year ESP business majors — related
• Purposely teaching for higher order thinking skills enhances high school students' critical thinking compared with traditional teaching — related
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• Flipped learning reduces but does not eradicate writer's block in ESP business students relative to traditional teaching — related