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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In the flipped learning group the within-student association between pre- and post-event valence was not statistically significant, whereas the between-student association was weak and positive (τb = 0.12, p = .028). → 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 · i1 · associational · r2

Two-level bivariate Kendall's τb correlations (Table 2) in the flipped sample (n = 35) show state-level valence stability within students did not replicate the lecture-based pattern, while stable between-student differences remained weak and positive, with printed effect size "τb = 0.12, p = .028".

"In the flipped learning group, the within-student association between pre- and post-event valence was not statistically significant, whereas the between-student association was weak and positive (τb = 0.12, p = .028)"

Discussion¶

Related Claims¶

• Teaching implementation (flipped vs. lecture-based) shows no significant main effect on post-event emotional valence — related
• Positive pre-event emotional valence predicts positive post-event emotional valence after learning events — a broader claim this one bears on