The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course: A Quasi-Experimental Study

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...

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Bibliographic Details
Published in:Teaching of psychology 2016-01, Vol.43 (1), p.10-15
Main Author: Peterson, Daniel J.
Format: Article
Language:English
Subjects:
Academic achievement
Classroom discussion
Comparative analysis
Educational evaluation
Science education
Statistics
Teaching methods
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Summary: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.
ISSN:0098-6283
1532-8023
DOI:10.1177/0098628315620063