No significant difference in distinction grades by teaching methodology¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There is no significant relation between teaching methodology and obtaining a distinction mark (Fisher exact test, p = .999). → Torres-Martín 2022

Evidence¶

Torres-Martín 2022¶

Torres-Martín, C., Acal, C., El-Homrani, M., & Mingorance-Estrada, Á. C. (2022). Implementation of the flipped classroom and its longitudinal impact on improving academic performance. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10095-y

q3 · i? · causal · r1

Fisher exact test on the Distinction (A) grade band for 522 traditional and 635 flipped classroom students (Table 6). The article reports "no relation between getting a distinction mark or not depending on the teaching method applied", with p = .999. Equivalence was not tested.

"There is no relation between getting a distinction mark or not depending on the teaching method applied. That is because the p value is higher than the usual level of significance."

Discussion¶

Related Claims¶

• Probability of notable grades is substantially higher under flipped classroom methodology — related
• Probability of a passing grade (5–7) is higher under traditional methodology — related
• Teaching methodology has no effect on student withdrawal from the exam — related
• Probability of failing is higher under traditional methodology — related
• Cohorts taught with the flipped classroom earned significantly higher average grades than earlier cohorts taught traditionally, in a non-equivalent-groups comparison — related
• Teaching resources used within the flipped classroom years do not affect average grades, except for the year with reduced technology access — related