Classroom participation was rated significantly higher in the flipped project-based class than in the control class¶

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? Participation in classroom rose from a control-class mean of 3.45 to an experimental-class mean of 4.65, which the article calls a significant improvement. → Deng 2018

Evidence¶

Deng 2018¶

Lijun Deng. (2018). The Project-Based Flipped Learning Model in Business English Translation Course: Learning, Teaching and Assessment. English Language Teaching, 11(9). https://doi.org/10.5539/elt.v11n9p118

q2 · i? · causal · r1

Questionnaire participation domain from the same post-experiment survey of both classes; means of 4.65 (experimental) versus 3.45 (control) are printed with SDs of 0.36 and 0.21. No test statistic accompanies this domain.

"The participation of students in classroom has also witnessed a significant improvement from a mean of 3.45 of the control class to a mean of 4.65 of the experimental class."

Discussion¶

Related Claims¶

• Students in the flipped project-based class rated their translation competence self-evaluation higher than control-class students — related
• Within the flipped-classroom experimental group, engagement rose significantly from pre-test to post-test on four sub-dimensions and disengagement fell significantly — related
• A project-based flipped learning model raised translation competence test scores in a Business English Translation course over one 16-week semester — related
• Interviewed students in the flipped class reported strong interest and greater initiative, crediting checklists, role division and translation logs — related
• Mastery of translation skills showed little difference between the flipped and traditional classes, suggesting traditional teaching still delivers basic skills effectively — related