Peer-teaching flipped classroom students show higher calculus self-efficacy 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 self-efficacy (M=84.64) was significantly higher than CFC (M=81.15) after controlling for pretest, F(1,67)=5.99, p=.017. → 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
Same nonequivalent-groups pretest-posttest experiment; ANCOVA on posttest self-efficacy questionnaire controlling for pretest showed "a significant effect of method on the post-test after controlling for pretest, F(1,67) =5.99, p=.017 <.05"; PTFC M=84.64 (SD=7.33) vs CFC M=81.15 (SD=6.12).
"Based on the table above, it can be shown that there is a significant effect of method on the post-test after controlling for pretest, F(1,67) =5.99, p=.017 <.05."
Discussion¶
Learner Variables¶
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies — the general claim this finding bears on, with the studies behind it
- In one flipped calculus study, teaching method (peer-teaching versus conventional flipped classroom) and prior achievement level interact on self-efficacy — related
- In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method — related
- Peer-teaching flipped classroom students show higher calculus conceptual understanding 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ptfc-beats-cfc-self-efficacy |
title |
Peer-teaching flipped classroom students show higher calculus self-efficacy than conventional flipped classroom students after controlling for pretest |
description |
Peer-teaching flipped classroom students show higher calculus self-efficacy 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 |
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