Teaching resources used within the flipped classroom years do not affect average grades, except for the year with reduced technology access¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Kruskal-Wallis test across the five flipped classroom years was significant (p < .002), but post-hoc comparisons show no significant year-to-year differences except 2017/2018 to 2018/2019, when a fully equipped technology classroom was unavailable. → Torres-Martín 2022

Evidence¶

Torres-Martín 2022¶

Torres-Martín, C., Acal, C., El-Homrani, M., & Mingorance-Estrada, Á. C. (2022). Implementation of the flipped classroom and its longitudinal impact on improving academic performance. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10095-y

q3 · i? · causal · r1

Nonparametric ANOVA (Kruskal-Wallis, p < .002) across the five flipped classroom years with Bonferroni-corrected post-hoc Wilcoxon tests (Table 7). The article concludes "the resources employed do not affect the average grades obtained by the student body", with the sole exception of the year with reduced technology access.

"Regarding the data obtained, it is possible to conclude that the resources employed do not affect the average grades obtained by the student body, nor it is observed a significant gain from one year to the next, except the year 2017/2018 to 2018/2019, when only occasionally a technological resources classroom was available to carry out the flipped classroom methodology."

Discussion¶

Related Claims¶

• Cohorts taught with the flipped classroom earned significantly higher average grades than earlier cohorts taught traditionally, in a non-equivalent-groups comparison — related
• The focus-on-students effect was not robust: significant in the ANOVA but not in non-parametric tests — related
• No significant difference in distinction grades by teaching methodology — related