PTFC and CFC differ on general and future self-efficacy dimensions but not on grade-anxiety, in-class, or assignment dimensions¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? General self-efficacy (F(1,67)=6.62, p=.012) and future dimension (F(1,67)=5.00, p=.029) differed significantly between methods. → Ramadoni 2022 q2 i? Grade-no-anxiety (p=.280), in-class (p=.908) and assignment (p=.069) dimensions did not differ significantly between methods. → Ramadoni 2022 (2)

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 · r1

Dimension-level ANCOVA (Table 5, PTFC n=36, CFC n=34) on self-efficacy subscales: general self-efficacy F(1,67)=6.62, p=.012 and future F(1,67)=5.00, p=.029 significantly favoured PTFC (M=23.33 vs 22.03; M=22.61 vs 21.35).

"The table shows that the method has a great influence on the general of self-efficacy dimension with F(1,67) = 6.62, p<.05. And also, future dimension with F(1,67) = 5.00, p<.05."

Ramadoni 2022 (2)¶

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? · non-significant; no effect size printed · causal · r2

Same dimension-level analysis: grade-no-anxiety F=1.19, p=.280; in-class F=.013, p=.908; assignment F=3.42, p=.069 — no significant method differences. The authors note CFC students also made video summaries, keeping them supervised before class.

"On the other hand, the grade, in class and assignment factor for increasing self-efficacy in the two methods were not significantly different."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• 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
• Peer-teaching flipped classroom students show higher calculus self-efficacy than conventional flipped classroom students after controlling for pretest — related
• Self-efficacy correlates positively with conceptual understanding in both flipped classroom methods — related