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

Authors

  • PERPETUA LYNNE NIELSEN Brigham Young University
  • NATHAN WILLIAM BEAN University of North Carolina at Chapel Hill
  • ROSS ALLEN ANDREW LARSEN Brigham Young University

DOI:

https://doi.org/10.52041/serj.v17i1.179

Keywords:

Statistics education research, Learner autonomy, Math anxiety, Statistics confidence

Abstract

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

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Published

2018-05-31

Issue

Vol. 17 No. 1 (2018)

Section

Regular Articles