No significant difference between inverted and traditional classrooms on the Force, Momentum & Impulse topic (Test 1) in pre-university physics¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On Test 1 (Force, Momentum & Impulse), there was no significant difference in mean marks between the control and experimental groups (Mann-Whitney U = 644.500, Asymp. Sig. 2-tailed = .495). → 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

q2 · i? · causal · r1

Mann-Whitney U analysis of Test 1 marks for the same 76-student quasi-experiment found no significant difference between control and experimental groups; equivalence was not tested. No effect size is printed.

"According to Table 4, it shows that there is no significant difference in terms of mean marks in Test 1 between the control and experimental group with U=644.500. The mean marks for both groups is nearly the same before the implementation either for the inverted classroom or traditional classroom."

Discussion¶

Related Claims¶

• The authors recommend extending the inverted classroom to larger samples, longer implementation periods and other basic or difficult physics topics — 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
• The experimental and control groups were homogeneous in teaching methods achievement at the start of the experiment — related