Students in flipped sections scored significantly higher on total assessments than students in unflipped lecture-based sections¶

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? Students in the flipped experimental sections scored significantly higher on total assessment grades than students in the unflipped control sections. → Motameni 2018

Evidence¶

Motameni 2018¶

Motameni, R. (2018). The Combined Impact of the Flipped Classroom, Collaborative Learning, on Students' Learning of key Marketing Concepts. Journal of University Teaching & Learning Practice, 15(3). https://ro.uow.edu.au/jutlp/vol15/iss3/4

q2 · i? · causal · r1

Quasi-experimental Static Group Comparison over four semesters: two flipped sections (76 students) versus three lecture-based control sections (91 students) in Principles of Marketing. The article reports "Students in the flipped sections scored significantly higher than those in the unflipped classes".

"Students in the flipped sections scored significantly higher than those in the unflipped classes. Therefore, for the majority of students, their participation in flipped classrooms triggered better performance in exams."

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
• 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 — related
• Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50) — related