Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a Quasi-Experiment
Year: 2015
Type: article
Study design: Clinical Trial
Abstract: I administer a quasi-experiment using undergraduate political science majors in statistics classes to evaluate whether “flipping the classroom” (the treatment) alters students’ applied problem-solving performance and satisfaction relative to students in a traditional classroom environment (the control). I also assess whether general student characteristics such as when and where students took the prerequisite course, grade point average (GPA), and gender influence performance. I find flipping the classroom gives students statistically significant advantages in difficult, applied areas emphasized in class. Furthermore, students in the flipped classroom feel they learned more and enjoyed the course more than those in a traditional classroom. I argue students’ affective preference for a flipped classroom is important for student motivation, recollection, and future use of quantitative data analysis. Flipping the classroom entails high start-up costs, but it can merit implementing to improve both effective and affective instructional outcomes.
Author: Michael Touchton
Institution: Boise State University
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2026750475