ERIC Number: EJ1084722
Record Type: Journal
Publication Date: 2016-Jan
Abstractor: As Provided
Reference Count: 19
The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course
Peterson, Daniel J.
Teaching of Psychology, v43 n1 p10-15 Jan 2016
There are but a handful of experimental or quasi-experimental studies comparing student outcomes from flipped or inverted classrooms to more traditional lecture formats. In the current study, I present cumulative exam performance and student evaluation data from two sections of a statistics course I recently taught: one a traditional lecture (N = 19) and the other a flipped class (N = 24). Independent samples t-tests revealed students in the flipped classroom outperformed their lecture peers by more than a letter grade on the final exam. Further, these students were more satisfied with the course overall, a novel finding in this burgeoning area of research. This latter point, I argue, is likely due to the strong cohesion between the in-class and out-of-class content.
Descriptors: College Students, Introductory Courses, Statistics, Academic Achievement, Satisfaction, Quasiexperimental Design, Outcomes of Education, Student Evaluation, Conventional Instruction, Blended Learning, Comparative Analysis, Scores, Statistical Analysis, Homework, Grades (Scholastic)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Illinois