THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS

2018 ◽  
Vol 17 (1) ◽  
pp. 121-140
Author(s):  
PERPETUA LYNNE NIELSEN ◽  
NATHAN WILLIAM BEAN ◽  
ROSS ALLEN ANDREW LARSEN
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Statistics Education ◽  
Course Satisfaction ◽  
Undergraduate Teaching ◽  
Final Exam ◽  
Research Journal ◽  
The Impact ◽  
Undergraduate Statistics ◽  
Large Lecture Classes

We examine the impact of a flipped classroom model of learning on student performance and satisfaction in a large undergraduate introductory statistics class. Two professors each taught a lecture-section and a flipped-class section. Using MANCOVA, a linear combination of final exam scores, average quiz scores, and course ratings was compared for the two groups after controlling for the effects of students’ previous achievement, gender, teacher, degree of learner autonomy, and attitudes about math and statistics. The results show significant improvement in the students’ performance and course satisfaction with the flipped classroom. Overall, the results showed that the flipped classroom model can be used in large lecture classes with the help of undergraduate teaching assistants and the use of additional labs. First published May 2018 at Statistics Education Research Journal Archives

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals THE IMPACT OF A PROFICIENCY-BASED ASSESSMENT AND REASSESSMENT OF LEARNING OUTCOMES SYSTEM ON STUDENT ACHIEVEMENT AND ATTITUDES

2011 ◽  
Vol 10 (1) ◽  
pp. 3-14
Author(s):  
MICHAEL A. POSNER
Keyword(s):  
Learning Outcomes ◽  
Statistics Education ◽  
College Level ◽  
Final Exam ◽  
Student Centered ◽  
Traditional Assessment ◽  
Research Journal ◽  
Students Attitudes ◽  
The Impact ◽  
Specific Learning

This research compares a student-centered, proficiency-based assessment and reassessment of learning outcomes (PARLO) system to traditional assessment in a college-level introductory statistics class. The PARLO class was assessed on learning outcomes using a three-tiered proficiency scale and given the opportunity to resubmit assignments to increase their rating. Students’ attitudes towards statistics improved more in the PARLO group, but no differences between groups were found on the CAOS test or on a common final exam. Within the PARLO group, students with a higher resubmission rate scored better on the final exam and those who resubmitted and achieved proficiency performed similarly to those achieving proficiency with the first submission. Assessing proficiency on specific learning outcomes allowed both students and the instructor to better evaluate learning. First published May 2011 at Statistics Education Research Journal: Archives

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

scholarly journals Effect of flipped classroom methodology on the student performance of gastrointestinal and renal physiology entrants and repeaters

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Julio C. Sánchez ◽  
Diego F. López-Zapata ◽  
Óscar A. Pinzón ◽  
Andrés M. García ◽  
Martha D. Morales ◽  
...  
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Academic Failure ◽  
Renal Physiology ◽  
Final Exam ◽  
Biological Stress ◽  
Traditional Lectures ◽  
Reported Study ◽  
New Students ◽  
Cortisol Levels

Abstract Background Physiology is a subject that is considered difficult; it is associated with academic failure and causes high levels of stress and anxiety in students. Methods This study compared the effectiveness of a traditional lecture-based methodology with that of a flipped classroom scheme focusing on cooperative ludic learning among gastrointestinal and renal physiology students. Two groups were subjected to these two different methods to teach gastrointestinal and renal physiology content divided into 14 topics. Additionally, two subgroups were identified in each group: entrants and repeaters. There were no differences in age or gender between the subgroups. Results Levels of self-perceived stress (measured by the SISCO scale), biological stress (measured by awakening salivary cortisol levels), and anxiety (measured by the Zung scale) were high in all of the students; the cortisol levels increased in the entrants and some of the scores in SISCO scale increased in the repeaters, throughout the study. The self-reported study time was longer in the students subjected to the flipped classroom-based method. The final exam results were better only in the new students facing the flipped methodology, but not in the repeaters, who scored lower on the final evaluation. The quantitative and qualitative assessments completed by the participants regarding the different aspects of the flipped-classroom-based methodology were favorable; however, the participants believed that traditional lectures should be maintained for specific topics. Conclusions A methodology based on flipped teaching was an effective strategy to improve academic performance ingastrointestinal and renal physiology, but only in new students.

scholarly journals The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841875926
Author(s):  
Christina L. Carter ◽  
Randolph L. Carter ◽  
Alexander H. Foss
Keyword(s):  
Black Students ◽  
General Education ◽  
Student Performance ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Mixed Model ◽  
College Mathematics ◽  
Final Exam ◽  
Percentage Points ◽  
Mathematics Course

The purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = .02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < .01) and 1.0 points among Whites (p = .67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < .01) and –1.6 in flipped sections (p = .39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < .01). Flipping the classroom was associated with improved student performance, particularly among Black students.

scholarly journals Evaluation of a Flipped Classroom Model: A Case Study from Oman

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Flipped Classroom ◽  
Education Institution ◽  
Pilot Project ◽  
Successful Implementation ◽  
Learning Approach ◽  
Flipped Learning ◽  
The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

DATA ANALYSIS AND CRITICAL THINKING SKILLS TRAINING FOR TEACHERS – THE WELSH BACCALAUREATE

2020 ◽  
Vol 19 (1) ◽  
pp. 92-105
Author(s):  
RHYS CHRISTOPHER JONES
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Statistics Education ◽  
Secondary Data ◽  
Skills Training ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Primary Data ◽  
Research Journal ◽  
The Impact

The Welsh Baccalaureate qualification has been adopted by most secondary schoolswithin Wales. In years 12 and 13 (ages 16-18), 50% of the qualification requires students tocollect primary data and also conduct secondary data analysis to write a 5000 word investigative report. To help teachers develop effective teaching strategies and resources, Welsh Government funding enabled key networking events to establish a teacher conference. This paper describes the supportive nature and potential portability of theconference to help teachers’ delivery of critical thinking and data analysis skills. The impact of the conference over the last three years is also discussed, utilising delegate feedback. First published February 2020 at Statistics Education Research Journal Archives  

TAKING PROJECT-BASED STATISTICS ABROAD: LEARNING EXPERIENCES AND OUTCOMES OF A PROJECT-BASED STATISTICS COURSE IN WEST AFRICA

2021 ◽  
Vol 19 (3) ◽  
Author(s):  
REBECCA AWUAH ◽  
KRISTEL M. GALLAGHER ◽  
LISA C. DIERKER
Keyword(s):  
West Africa ◽  
Undergraduate Students ◽  
Statistics Education ◽  
Positive Impact ◽  
Learning Experiences ◽  
Introductory Statistics ◽  
Research Journal ◽  
Statistics Course ◽  
The Impact

To evaluate the impact of a multidisciplinary, project-based course in introductory statistics, this exploratory study examined learning experiences, feelings of confidence, and interest in future experiences with data for undergraduate students in Ghana, West Africa. Students completed a one-semester, introductory statistics course utilizing the Passion-driven Statistics curriculum. Results showed more than half of the students put more effort into the course and found the material more challenging compared to other courses, while nearly three-quarters reported interest in one or more follow-up courses. Importantly, students also reported increased confidence in a variety of applied statistical skills. These findings demonstrate the positive impact of a multidisciplinary, project-based curriculum on undergraduate students in Ghana, West Africa and demonstrate the potential for its global portability. First published December 2020 at Statistics Education Research Journal: Archives

scholarly journals Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

2006 ◽  
Vol 5 (3) ◽  
pp. 270-280 ◽  
Author(s):  
Elizabeth Kitchen ◽  
Summer H. King ◽  
Diane F. Robison ◽  
Richard R. Sudweeks ◽  
William S. Bradshaw ◽  
...  
Keyword(s):  
Student Performance ◽  
Performance Feedback ◽  
Cell Biology ◽  
Scientific Reasoning ◽  
Data Interpretation ◽  
Final Exam ◽  
Letter Grades ◽  
Design Changes ◽  
Using Data ◽  
The Impact

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive.

The Impact of an Online Homework Management System on Student Performance and Course Satisfaction in Introductory Financial Accounting

2016 ◽  
Vol 12 (3) ◽  
pp. 76-87 ◽  
Author(s):  
Victoria Fratto ◽  
Magda Gabriela Sava ◽  
Gregory J Krivacek
Keyword(s):  
Student Performance ◽  
Management System ◽  
Financial Accounting ◽  
Course Satisfaction ◽  
Educational Technologies ◽  
The Internet ◽  
Online Homework ◽  
Introductory Accounting ◽  
Improve Student Performance ◽  
The Impact

Educators in all disciplines are searching for effective educational technologies that help students learn. One technology that has evolved is the online homework management system. The online homework management system permits professors to use the Internet to assign homework problems that students can complete online. Since this system is automatic, students can receive feedback instantly. The researchers designed this study to determine if the use of an online homework management system as an educational complement was an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional accounting pedagogy. The results of this study show the use of an online homework management system is an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional pen-and-paper homework.

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