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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 28-44 |
| Number of pages | 17 |
| Journal | Journal of Political Science Education |
| Volume | 11 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2015 |
| Externally published | Yes |
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Keywords
- active learning
- flipping the classroom
- quasi-experiment
- statistics education
ASJC Scopus subject areas
- Education
- Sociology and Political Science
Cite this
Flipping the Classroom and Student Performance in Advanced Statistics : Evidence from a Quasi-Experiment. / Touchton, Michael.
In: Journal of Political Science Education, Vol. 11, No. 1, 01.01.2015, p. 28-44.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Flipping the Classroom and Student Performance in Advanced Statistics
T2 - Evidence from a Quasi-Experiment
AU - Touchton, Michael
PY - 2015/1/1
Y1 - 2015/1/1
N2 - 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.
AB - 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.
KW - active learning
KW - flipping the classroom
KW - quasi-experiment
KW - statistics education
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U2 - 10.1080/15512169.2014.985105
DO - 10.1080/15512169.2014.985105
M3 - Article
AN - SCOPUS:84924955839
VL - 11
SP - 28
EP - 44
JO - Journal of Political Science Education
JF - Journal of Political Science Education
SN - 1551-2169
IS - 1
ER -