Impact of a flipped classroom on academic achievement and perception among first year nursing students

Background: Flipped classroom has generated significant concern in nursing education in recent years, particularly in higher education. It can provide an innovative solution to the unmet challenges of traditional classroom. Using video helps students to learn content at their own pace and use their time in the classroom to attack difficult problems. Aim of the study: to study the impact of a flipped classroom on academic achievement and perception among first year nursing students.Methods: A quasi-experimental design was utilized. Setting: The study was conducted at Faculty of Nursing of Menoufia University. Subjects: A convenient sample of all first year undergraduate students (360) who were admitted to Faculty of Nursing and were included in fundamental of nursing course of the academic year 2017-2018 throughout second term. They were divided alternatively and randomly into two groups, 180 for each, group I: Exposed to the flipped classroom and group II: Exposed to the traditional lecture classroom. Tools: Three tools were used for data collection. Tool I: Structural interviewing questionnaire, tool II: student perception of flipped classroom and tool III: student achievement tool.Results: The results revealed that the study group achieved higher level of perception towards flipped classroom after the first aid unit and the majority of them (87.2%) did not have any prior experience of flipped classroom. 58.9% of the study group were strongly agree to appreciate learning with video and about two thirds of them (63.9%) strongly agree that it was easier and more effective to learn using flipped classroom. 65% of the study group were strongly agree that video made them learn more and about half of them (57.2%) strongly agree that video could replace traditional lectures completely. The means total score of students’ achievement were 22.22 ± 5.09 and 19.77 ± 5.50 among study and control group respectively.Conclusions: Students shared in the flipped classroom (study group) achieved higher level of perception. The study group had higher level of achievement scores than those in the control group.Recommendations: Similar studies should be carried out with a bigger sample in various courses and at various educational stages to generalize the findings.

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“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

10.20944/preprints202010.0188.v1 ◽

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.

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Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology

BMC Nursing ◽

10.1186/s12912-020-00515-w ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Mickaël Antoine Joseph ◽

Erna Judith Roach ◽

Jansirani Natarajan ◽

Suja Karkada ◽

Arcalyd Rose Ramos Cayaban

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Respiratory System ◽

Flipped Classroom ◽

Teaching Strategy ◽

Control Group ◽

Final Examination ◽

Traditional Lecture ◽

Anatomy And Physiology ◽

The Impact

Abstract Background Nursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students’ performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course. Methods A quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students’ performance on the final examination and students’ self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students’ academic performance. Results Our results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z = − 2.789, p < .005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course. Conclusion Compared with the didactic lecture format, flipped classroom strategy improved Omani nursing students’ performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education.

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Relationship of Mandibular Third Molar to Mandibular Anterior Crowding

Dental Journal of Advance Studies ◽

10.1055/s-0039-1677775 ◽

2018 ◽

Vol 6 (02/03) ◽

pp. 089-096

Author(s):

Ambika Sood ◽

Mandeep Bhullar ◽

Sanjay Mittal ◽

Isha Aggarwal ◽

Divya Singla ◽

...

Keyword(s):

Third Molar ◽

Study Groups ◽

Control Group ◽

Study Group ◽

Mandibular Incisor ◽

Anterior Crowding ◽

The Third ◽

Group I ◽

The Impact ◽

Third Molar Eruption

Abstract Introduction The impact of third molars in occurrence of secondary mandibular incisor crowding has been a disputable subject and is reviewed in the dental literature for many years. The relationships between lower third molar angulation, eruption level, and eruption space to lower anterior crowding are not completely understood. Aim To evaluate the relation between the third molar angulations, eruption space, eruption level, and mandibular anterior crowding. Materials and Methods Pretreatment plaster study models (mandibular dental arches) and orthopantomograph of 40 individuals, aged between 12 and 22 years, were part of the study. The whole sample was divided into two groups based on the Little's index of irregularity: group I—control group (n = 20) composed of patients with index 0 to 3 mm, and group II—study group (n = 20) composed of patients with index > 3 mm. Calculations were made for the third molar eruption depth, eruption space, and angulation. Statistical Analysis Mean values were compared for selected dimensions between the control and study groups with Student's t-test. Results Statistically significant differences for Ganss ratio in right side between the control and study groups with a p-value of 0.049 were observed. Statistically insignificant difference was seen between the control and study groups for other parameters. Eruption level B was found for maximum molars in the study group, 95% on right and 85% on left side. Conclusion It was inferred that no strong relation exists between the third molar eruption level, space, and angulations to mandibular anterior crowding.

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“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

Education Sciences ◽

10.3390/educsci10110319 ◽

2020 ◽

Vol 10 (11) ◽

pp. 319

Author(s):

Nadia Singh

Keyword(s):

Active Learning ◽

Flipped Classroom ◽

Traditional Classroom ◽

Control Group ◽

First Year ◽

Classroom Design ◽

Final Exam ◽

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 due to the additional time and effort involved, especially so in case of technical subjects such as economics. This study experiments with a flipped classroom design in a first-year undergraduate economics course. The research was motivated by the fact that many undergraduate economics students do not engage with traditional lectures. They fail to acquire critical thinking, data handling and reasoning skills, which are thought to be at the core of the economics curriculum. In this flipped classroom format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to active learning pedagogies including quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. In order to evaluate the effectiveness of the flipped classroom format, I compared the final exam scores of students in the 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 flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, students in the flipped classroom format were 1.61 times less likely to fail in the module as compared to students in a traditional classroom format. This format also resulted in better student engagement, more flexibility and enhanced student–tutor interactions within the classroom.

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Programming Language Training With the Flipped Classroom Model

SAGE Open ◽

10.1177/21582440211021403 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110214

Author(s):

Ata Taşpolat ◽

Fezile Özdamli ◽

Emrah Soykan

Keyword(s):

Academic Achievement ◽

Classroom Environment ◽

Flipped Classroom ◽

Qualitative Data ◽

Control Group ◽

Data Set ◽

Teacher Student ◽

Significant Difference ◽

The Impact ◽

Experimental Group

The flipped classroom method, which could be considered as one of the crucial new generation teaching approaches, is a permutation of the educational activities that are carried out inside and outside of the classroom environment. The main purpose of the present study is to determine the impact of the flipped classroom approach on students’ academic achievement and their attitudes toward programming and methodology at the higher education level. The current study employed a mixed research method as findings were transcribed on the basis of quantitative and qualitative data sets. Academic achievement tests and attitudes toward programming scales were used to collect quantitative data, whereas a semistructured focus group interview was used to collect the qualitative data set. The findings demonstrated that a statistically significant difference existed among the students in the experimental group and students within the control group regarding their attitudes toward programming and academic achievement. The results of the study reported that the experimental group had more positive attitudes and higher levels of academic achievement when compared with the control group. The advantages of the flipped classroom model include the elevated teacher–student interaction, raised independence in terms of accessing courses regardless of time and place, the opportunity to save time particularly during practicing, student-centered structure and increased motivation. This method also has many disadvantages. These include the need for technological requirements, students not watching videos, poor attendance to the course, and the lowered student–teacher interaction, especially outside the classroom.

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The Impact of the Flipped Classroom Model on Students' Academic Achievement

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v19i3.3482 ◽

2018 ◽

Vol 19 (3) ◽

Cited By ~ 15

Author(s):

Emine Cabı

Keyword(s):

Academic Achievement ◽

Blended Learning ◽

Test Scores ◽

Flipped Classroom ◽

Control Group ◽

Learning Context ◽

Advantages And Disadvantages ◽

Before And After ◽

The Impact ◽

Experimental Group

The aim of this study is twofold. First, it aims to investigate the impact of the Flipped Classroom (FC) Model on students’ academic achievement. Second, it reveals the students’ opinions about the model itself. For four weeks, the students in the experimental group were taught in a blended learning context where the FC Model was applied, while the lessons in the control group were carried out through traditional blended learning. Both groups were administered a test before and after the Flipped Classroom sessions. To analyze the data, a two-way ANOVA for Mixed Measures was conducted to compare the means of test scores of each group. The results showed that there were no statistically significant differences between the scores of the two groups. Coming to classes prepared and completing the assignments in class, so that students did not need to do assignments at home, were among the positive aspects of the FC Model. The problems encountered in this model, however, are categorized under three main titles: Motivation, Content, and Learning. At the end of the study, the advantages and disadvantages of the FC Model are identified in accordance with the participants’ opinions, and necessary suggestions made.

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Positive and Negative Affect Changes during Gender-Affirming Hormonal Treatment: Results from the European Network for the Investigation of Gender Incongruence (ENIGI)

Journal of Clinical Medicine ◽

10.3390/jcm10020296 ◽

2021 ◽

Vol 10 (2) ◽

pp. 296

Author(s):

Imke Matthys ◽

Justine Defreyne ◽

Els Elaut ◽

Alessandra Daphne Fisher ◽

Baudewijntje P. C. Kreukels ◽

...

Keyword(s):

Negative Affect ◽

Sex Steroids ◽

Hormonal Treatment ◽

Control Group ◽

First Year ◽

Positive And Negative Affect ◽

European Network ◽

Psychological Burden ◽

The Impact

Improving transgender people’s quality of life (QoL) is the most important goal of gender-affirming care. Prospective changes in affect can influence QoL. We aim to assess the impact of initiating gender-affirming hormonal treatment (HT) on affect. In the European Network for the Investigation of Gender Incongruence (ENIGI) study, we prospectively collected data of 873 participants (451 transwomen (TW) and 422 transmen (TM)). At baseline, psychological questionnaires including the Positive and Negative Affect Schedule (PANAS) were administered. The PANAS, levels of sex steroids and physical changes were registered at each follow-up visit during a 3-year follow-up period, starting at the initiation of hormonal therapy. Data were analyzed cross-sectionally and prospectively. Over the first three months, we observed a decline in positive affect (PA) in both TM and TW. Thereafter, PA reached a steady state in TW, whereas in TM there was also a second decline at 18 months. In both TM and TW there was no persisting difference comparing baseline to the 36-months results. Concerning negative affect (NA), we observed a decline during the first year in TM, which sustained during the second year and was not different anymore at 36 months compared to baseline. In TW though, we did not find any change of NA during the entire follow-up. Even if some of these results show significant differences, they should be considered with caution, since there was no control group and the absolute differences are small. No association between affect and the level of sex steroids was observed. Baseline QoL and psychological burden are related to affect independently from gender but are not necessarily good predictors of the evolution of one’s affect during the gender-affirming process. Further research is necessary to investigate these preliminary results.

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How Did Prenatal Education Impact Women’s Perception of Pregnancy and Postnatal Life in a Romanian Population

Medicina ◽

10.3390/medicina57060581 ◽

2021 ◽

Vol 57 (6) ◽

pp. 581

Author(s):

Anca Maria Balasoiu ◽

Octavian Gabriel Olaru ◽

Romina Marina Sima ◽

Liana Ples

Keyword(s):

Prenatal Care ◽

Newborn Care ◽

Control Group ◽

Postnatal Life ◽

Study Group ◽

Prenatal Education ◽

Questionnaire Online ◽

A Prospective Study ◽

The Impact ◽

Official Information

Background and Objectives: Prenatal education represents an important part of maternal prenatal care in Western countries. In Romania, prenatal education is of recent interest but there is no official information about prenatal courses and their impact on prenatal care and patients in Romania. Material and methods: A prospective study based on the STROBE statement was designed in order to assess the prenatal education delivered in our unit. The study group included women who gave birth at Bucur Maternity, “Saint. John” Hospital, Bucharest, Romania and attended the prenatal courses, compared with a control group (women who gave birth in our unit but did not attend the prenatal lecture). Patients’ perception about the impact of prenatal education was collected by applying a questionnaire. Results: The analysis included 89 women who fulfilled the questionnaire online. In our study, 62 women (69.7%) attended the prenatal education classes and represented the study group while 27 women (30.3%) constituted the control group. Women who attended the prenatal lecture recognized the utility of the topic regarding newborn care (90.3%), while women from the control group did not consider it useful (n = 55.6%), χ2 = 18.412, p < 0.001. Patients from the study group admitted the importance of the topics (93.5%) from the lectures about breast feeding, while the percentage of these women from the control group is significantly lower (55.6%) χ2 = 27.867, p < 0.001. Conclusions: The benefits of prenatal education were recognized by women who attended the prenatal lecture, while women who did not participate underestimated the utility of the topics. Further actions are required to inform mothers about the necessity of antenatal education.

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Twin Pregnancies Complicated by a Single Malformed Fetus: Chorionicity, Outcome and Management

Twin Research and Human Genetics ◽

10.1375/twin.13.5.501 ◽

2010 ◽

Vol 13 (5) ◽

pp. 501-507 ◽

Cited By ~ 8

Author(s):

Ali Gedikbasi ◽

Alpaslan Akyol ◽

Gokhan Yildirim ◽

Ali Ekiz ◽

Ahmet Gul ◽

...

Keyword(s):

Gestational Age ◽

Statistical Significance ◽

Expectant Management ◽

Control Group ◽

Study Group ◽

Preliminary Evaluation ◽

Gestational Age At Birth ◽

The Impact ◽

Twin Pregnancies ◽

Age At Birth

The objective of this study was to evaluate the impact of one abnormal fetus in a twin pregnancy, to compare impact of chorionicity and clinical outcome of intervention and expectant management. Thirty-seven dichorionic (DC) twins and 18 monochorionic (MC) twins complicated with one malformed fetus were evaluated for gestational age, birthweight and perinatal outcome. Six hundred and forty-two twin pregnancies were evaluated in the database. The control groups consisted of 429 DC and 86 MC twins without anomalous fetus. Mean birthweight and gestational age at birth for DC control group were (n= 429; 2137g and 34.71 weeks), DC study group,n= 37; 2117g (p= .338) and 33.97 weeks (p= .311), and DC study group with major malformations,n= 30; 2019g (p= .289) and 33.3 weeks (p= .01), and showed only significance for gestational age. There was no statistical significance between MC control group,n= 86; 2097g and 34.93 weeks, and MC study group,n= 18; 2237g (p= .338), and 34.42 weeks (p= .502). Because of limited data, the preliminary evaluation for expectant management and intervention, and survival of at least one normal fetus showed no impact. We conclude that, although, all DC twin pregnancies have a risk for preterm delivery, DC twins complicated with major malformation of one twin, have a lower mean gestational age at birth. Preliminary results for intervention does not improve fetal outcome for DC and MC twins and needs further evaluation with greater studies of impact or review.

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The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

Research and Practice in Technology Enhanced Learning ◽

10.1186/s41039-021-00165-9 ◽

2021 ◽

Vol 16 (1) ◽

Author(s):

Laleh Khojasteh ◽

Seyyed Ali Hosseini ◽

Elham Nasiri

Keyword(s):

Medical Students ◽

Academic Writing ◽

Flipped Classroom ◽

Second Language Learners ◽

Control Group ◽

Mediated Learning ◽

Writing Classes ◽

Writing Group ◽

The Impact ◽

Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

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