Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest¶
Claim · All claims
Evidence · 1 study · causalr2·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? PTFC posttest conceptual understanding (M=78.89) was significantly higher than CFC (M=73.44) after controlling for pretest, F(1,67)=6.51, p=.013. → 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? · causal · r2
Nonequivalent-groups pretest-posttest experiment with two intact freshman calculus classes (PTFC n=36, CFC n=34 per Table 5). ANCOVA on posttest conceptual understanding controlling for pretest found "a significant effect of method on posttest after controlling for pretest, F (1,67) = 6.51, p=.013<.05"; PTFC M=78.89 (SD=7.07) vs CFC M=73.44 (SD=11.14).
"Based on the result of the ANCOVA test, it is concluded that there is a significant effect of method on posttest after controlling for pretest, F (1,67) = 6.51, p=.013<.05."
Studies bearing on this claim¶
Does what is done in the live session change what a flipped course achieves? This table gathers the studies behind this claim and the 5 narrower claims that bear on it: 3 distinct studies (2 causal, 1 review), q2, 0 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.
| Study | Design | Effect as recorded | Bears on this claim through |
|---|---|---|---|
| Ramadoni 2022 | q2 · causal · r2 | i? | this claim; Peer-teaching flipped classroom students show higher calculus self-efficacy than conventio (supports); Prior achievement level affects calculus conceptual understanding, and PTFC outperforms CF (supports) |
| Liu YJ 2026 | q2 · causal · r1 | i? | The AI-enhanced flipped classroom improves comprehensive assessment and pre-class preparat (qualifies); The AI-enhanced flipped classroom yields significantly higher in-class response rates than (supports) |
| Long DY 2026 | q2 · review · r2 | i? | In one reviewed study, flipped classrooms using AI tools raised cognitive and emotional en (qualifies) |
Discussion¶
Related Claims¶
- 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 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
- In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method — related
- Senior high school majors' background affects calculus conceptual understanding and self-efficacy, with no method-by-major interaction — related
- In one flipped calculus study, teaching method (peer-teaching versus conventional flipped classroom) and prior achievement level interact on self-efficacy — related
- Students exposed to AI-generated responses achieved higher performance in solving quadratic equations than those taught through conventional teaching methods — related
- A clinical interviewing study investigated students' understanding of elementary calculus through tasks on integration and limits — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ptfc-beats-cfc-conceptual-understanding |
title |
Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest |
description |
Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest |
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 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.