Flipped classroom effects are larger when instructors use quizzes at the start of in-class sessions¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? The pooled effect size was significantly higher in studies where instructors quizzed students on pre-class video content at the start of class (SMD 0.56) than in studies without such quizzes (SMD 0.26; Q = 5.34, df = 1, p = 0.02). → HEW Khe Foon; LO Chung Kwan 2018

Evidence¶

HEW Khe Foon; LO Chung Kwan 2018¶

HEW Khe Foon; LO Chung Kwan. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-018-1144-z

q4 · i? · quant-synthesis · r3

Random-effects moderator analysis across the 28 studies comparing subgroups with and without start-of-class quizzes. Table 3 reports SMD 0.56 (n = 8 studies) with quizzes versus SMD 0.26 (n = 20) without; the article reports "Q = 5.34, df = 1, p = 0.02".

"the effect size is significantly higher when instructor(s) employed quizzes at the start of an in-class session to assess students’ learning of the pre-class video contents as opposed to instructor(s) who did not (Q = 5.34, df = 1, p = 0.02)"

Discussion¶

Related Claims¶

• Flipped classroom design features — start-of-class quizzes, patient case discussion, and short pre-class videos — are each associated with advantages over traditional teaching — related
• In a low-certainty meta-analysis of 44 studies with very high heterogeneity (I² = 98%), undergraduate health professional students in flipped classes score higher than those in traditional classes (SMD = 0.57) — a broader claim this one bears on