Flipped Versus Traditional Instruction and Achievement in a Baccalaureate Nursing Pharmacology Course

: The researchers used a quantitative pretest-posttest nonequivalent control group quasi-experimental design to determine if there is a significant difference in content knowledge acquisition between traditional and flipped classroom methods. Analysis revealed that the flipped classroom approach was...

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Bibliographic Details
Published in:Nursing education perspectives 2015-03, Vol.36 (2), p.114-115
Main Authors: Geist, Melissa J, Larimore, David, Rawiszer, Hannah, Sager, Abdellatif W Al
Format: Article
Language:English
Subjects:
Analysis
Classrooms
College students
Control Groups
Course Content
Education
Educational Environment
Flipped Classroom
Flipped classroom model
Grade Point Average
Instructional design
Knowledge acquisition
Learning
Learning strategies
Nursing
Nursing education
Pedagogy
Pharmacology
Studies
Teachers
Teaching methods
Thinking Skills
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Summary:: The researchers used a quantitative pretest-posttest nonequivalent control group quasi-experimental design to determine if there is a significant difference in content knowledge acquisition between traditional and flipped classroom methods. Analysis revealed that the flipped classroom approach was significantly different for three unit exams. The results did not show a significant difference in the means for the final exam. Knowledge gains on tests and students' positive responses support the use of the flipped classroom method.
ISSN:1536-5026
1943-4685
DOI:10.5480/13-1292