Experimental-group students needed less teacher support for theoretical information than control-group students during the flipped lessons¶
Claim · All claims
Evidence · 1 study · causalr2·q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Semi-structured classroom observations indicated that experimental-group students did not need much support with theoretical information, while the control-group teacher sometimes had to provide it. → Murat Çetinkaya 2017
Evidence¶
Murat Çetinkaya 2017¶
Murat Çetinkaya. (2017). Designing and Applying Web Assisted Activities to be Used in Flipped Classroom Model. International Journal of Evaluation and Research in Education (IJERE), Vol.6, No.2, June 2017, pp. 128~137. http://iaesjournal.com/online/index.php/IJERE
q1 · i? · causal · r2
Researcher-conducted semi-structured observations used to test the consistency of the quantitative data, reported in the Conclusion section. This is qualitative observational evidence, not a tested comparison.
"While experimental group stu dents did not need too much support about theoretical information, the teacher sometimes needed to give theoretical information in control group students."
Discussion¶
Related Claims¶
- Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
- Teacher Guided Inquiry Outperforms Student Led — related
- Adding web-assisted alternative assessment activities to a flipped classroom produces significantly higher unit achievement than video lessons alone in 7th-grade science — related
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