Teaching implementation (flipped vs. lecture-based) shows no significant main effect on post-event emotional valence¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The main effect of teaching implementation (flipped vs. lecture-based) on post-event emotional valence was not statistically significant (B = 0.02, 95% CI [−0.47, 0.50]). → Hartikainen 2026

Evidence¶

Hartikainen 2026¶

Hartikainen, S., Nokelainen, P., Puhakka, I., & Kangaslampi, R. (2026). Emotions in flipped and lecture-based math courses. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2026.102474

q3 · i? · associational · r2

Multilevel binomial logistic regression across 546 learning events (Table 3, Model 4) prints a teaching implementation coefficient of 0.02 with a confidence interval spanning zero, consistent with the reported null. Equivalence was not tested; the simulation-based power analysis reported power of 49.4% for H4 (flipped more positive than lecture-based).

"The main effect of the teaching implementation was not significant."

Discussion¶

Related Claims¶

• Lecture-based learning events show a clearer decline in EDA across within-event segments than flipped learning events — related
• Teacher-led learning events are associated with more positive post-event emotional valence than individual events, particularly in the lecture-based implementation — related
• The within-student pre–post valence association holds in the lecture-based group but not in the flipped group, while between-student associations are positive in both — related
• Positive pre-event emotional valence predicts positive post-event emotional valence after learning events — related
• Electrodermal activity during learning events shows no robust association with post-event emotional valence — related