Students in flipped college algebra rated 'Overall, the instructor effectively facilitated my learning' significantly lower despite higher exam achievement (p = .04)¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? On the facilitation item, flipped students' mean was 4.05 versus 4.41 for traditional students, statistically significant on a one-tailed t-test, even though flipped students achieved better final exam results. → 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=42) and traditional (N=34) sections on the item "Overall, the instructor effectively facilitated my learning"; flipped mean 4.05 versus 4.41, significant at "p = .04". The author states that based on final exam scores the instructor more effectively facilitated learning in the flipped classes, but student perceptions indicated the opposite.
"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 the course overall significantly lower than lecture-based students (p = .04) — related
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