In one flipped calculus study, teaching method (peer-teaching versus conventional flipped classroom) and prior achievement level interact on self-efficacy¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q2 i? The method × prior achievement level interaction on self-efficacy was significant, F(2,64)=3.84, p=.027, partial η2=.107. → Ramadoni 2022
Evidence¶
Ramadoni 2022¶
Ramadoni, Mustofa (2022). Enhancing Flipped Classroom with Peer Teaching to Promote Students' Conceptual Understanding and Self-Efficacy in Calculus Courses. Pegem Journal of Education and Instruction, Vol. 12, No. 3, 154-168. https://doi.org/10.47750/pegegog.12.03.17
q2 · i? · partial η² only, no d printed · causal · r1
Two-way ANOVA on self-efficacy: "The interaction between method and prior achievement level is significant with F(2,64)=3.84, p=.027<.05, partial η2=.107." Prior achievement alone was not significant (F(2,64)=1.59, p=.213).
"The interaction between method and prior achievement level is significant with F(2,64)=3.84, p=.027<.05, partial η2=.107."
Discussion¶
Learner Variables¶
- Prior Knowledge — moderator: an instructional effect differs with it
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- Senior high school majors' background affects calculus conceptual understanding and self-efficacy, with no method-by-major interaction — related
- In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method — related
- Peer-teaching flipped classroom students show higher calculus self-efficacy than conventional flipped classroom students after controlling for pretest — related
- PTFC and CFC differ on general and future self-efficacy dimensions but not on grade-anxiety, in-class, or assignment dimensions — related
- Self-efficacy correlates positively with conceptual understanding in both flipped classroom methods — related
- Prior achievement level affects calculus conceptual understanding, and PTFC outperforms CFC across achievement levels, with no interaction — related
- Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
method-achievement-interaction-self-efficacy |
title |
In one flipped calculus study, teaching method (peer-teaching versus conventional flipped classroom) and prior achievement level interact on self-efficacy |
description |
In one flipped calculus study, teaching method (peer-teaching versus conventional flipped classroom) and prior achievement level interact on self-efficacy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ramadoni-2022 |
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