The flipped classroom model for college algebra: Effects on student achievement.
Overmeyer, G.R. (2014). Doctoral dissertation, Colorado State University.
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examining301Students
Practice Guide
Review Details
Reviewed: April 2019
- Practice Guide (findings for Flipped Classroom)
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a quasi-experimental design in which the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Algebra Readiness Exam |
Flipped Classroom vs. Business as usual |
0 Semesters |
Full sample;
|
5.58 |
5.29 |
No |
-- | |
|
Final exam test score |
Flipped Classroom vs. Business as usual |
0 Semesters |
Full sample;
|
20.59 |
20.14 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Study Details
Setting
The study takes place in 11 college algebra classes in a medium-sized university with approximately 12,000 students during the Fall 2012 semester.
Study sample
The only sample characteristic reported on in this study is gender. For the algebra readiness exam analytic sample: Among the sample for the intervention condition, 37% are female. Among the sample for the comparison condition, 63% are female. For the final exam analytic sample: Among the sample for the intervention condition, 36% are female. Among the sample for the comparison condition, 57% are female.
Intervention Group
Students enrolled in the flipped classroom classes watched recorded video lessons outside of class time. Instructors created 30 video lessons that had an average runtime of 20 minutes and ranged from 10 to 40 minutes. Instructors also made solution videos for exams and posted them online after tests were returned to students rather than going over exams in class. Students completed basic homework questions (multiple choice questions focused on concepts and vocabulary) outside of class after watching the lecture videos. During class time, students worked on additional homework questions involving formulas and applications. Some sections of the flipped classroom included collaborative group work, inquiry-based learning, and active whole-class discussions during class time.
Comparison Group
Students enrolled in the traditional classroom classes watched live lectures during class time. All homework problems were assigned to be completed outside of class time. The homework problems for the flipped classroom model and for the traditional classroom model were exactly the same.
Support for implementation
Camtasia screen capture software, a web cam, and a USB microphone were used to create online videos. An Ipevo Ziggi document camera was used to capture images.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).