The authors recommend extending the inverted classroom to larger samples, longer implementation periods and other basic or difficult physics topics¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors state that potential future study includes extension to a larger size of students and a more extended period of implementation, and that the approach may be used in other basic or difficult topics such as quantum mechanics. → Eldy 2019

Evidence¶

Eldy 2019¶

Eldy, E.F., Chang, J.H.W., Butai, S.N., Basri, N.F., Awang. H., Din, W.A., & Arshad, S.E. (2019). Inverted classroom improves pre-university students understanding on basic topic of physics: The preliminary study. Journal of Technology and Science Education, 9(3), 420-427. https://doi.org/10.3926/jotse.599

q1 · i? · causal · r1

Authors' forward-looking recommendation from the conclusion section, offered without additional data; it reflects the preliminary scope of the 76-student study rather than a tested result.

"Potential future study of this is the extension to a larger size of students and more extended period of implementation. Also, the approach is also possible to use in other basic topics or difficult topics such as quantum mechanics."

Discussion¶

Related Claims¶

• No significant difference between inverted and traditional classrooms on the Force, Momentum & Impulse topic (Test 1) in pre-university physics — related
• The inverted classroom produced a significantly higher post-test mean than the traditional classroom on the Work, Energy & Power topic (Test 2) in pre-university physics — related
• Both groups improved from pre-test to post-test on both topic tests, with the experimental group's Test 2 post-test mean exceeding the control group's — related