Self-efficacy correlates positively with conceptual understanding in both flipped classroom methods¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In CFC, conceptual understanding correlated with self-efficacy at r=.362 (p<.05); in PTFC at r=.394 (p<.05). → 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? · correlation r only, no d · causal · r1

Pearson product-moment correlations between posttest conceptual understanding and self-efficacy questionnaire in each method. CFC: r=.362 (p<.05); PTFC: "the conceptual understanding positively correlates with self-efficacy with r=.394* (p<.05)". General self-efficacy and assignment dimensions also correlated with conceptual understanding in both methods.

"The CFC method's data in the table above reveal that the conceptual understanding has a positive correlation with self-efficacy with r=.362* (p<.05)."

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — 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
• Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest — related
• Peer-teaching flipped classroom students show higher calculus self-efficacy than conventional flipped classroom students after controlling for pretest — related
• In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method — related
• PTFC and CFC differ on general and future self-efficacy dimensions but not on grade-anxiety, in-class, or assignment dimensions — related
• Mathematics teachers differ from other teachers in data use, attitudes, and self-efficacy for DBDM — related