Teaching methodology has no effect on student withdrawal from the exam¶

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? The teaching method has no significant effect on the decision to attend or not attend the exam (Fisher exact test, p = .483). → 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

Analysis including all 1,236 registered students, with non-attendees included again, examining whether withdrawal is influenced by teaching method. The article reports no effect of teaching method on the decision to attend the exam (Fisher exact test, p = .483).

"Finally all students registered in the database are reconsidered (students that did not attend the exam are included again), and it is studied if the number of students that withdraw or drop ut the subject is influenced by the teaching method applied."

Discussion¶

Related Claims¶

• No significant difference in distinction grades by teaching methodology — related
• Probability of failing is higher under traditional methodology — related
• 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