Laura CollinsDenise Elakovich

Cali Morrison

November 29, 2012

Montana State University

“Do final grades of students participating in the Flipped Model classroom differ from students that participate in the Lecture Model Classroom?”

Flipping the Classroom – Simply Speaking

Flipping the classroom is…

Having students watch videos of the same lectures you would give in the classroom.

Photo by croland on flickr

Flipping the classroom is…

Having students watch videos of the same lectures you would give in the classroom.

FALSEPhoto by croland on flickr

Flipping the classroom is…

A break for the professor.

Photo by slworking2 on flickr

Flipping the classroom is…

A break for the professor.

Photo by slworking2 on flickr

FALSE

Flipping the classroom is…

A way to engage students with the material by having them prepared when they arrive in the classroom.

Photo by slworking2 on flickr

Flipping the classroom is…

A way to engage students with the material by having them prepared when they arrive in the classroom.

Photo by slworking2 on flickr

TRUE

“Do final grades of students participating in the Flipped Model classroom differ from students that participate in the Lecture Model Classroom?”

• A comparative quantitative study of the Miracle Growing course.

• Lecture Model spring 2011

• Flipped Model spring 2012

Data Collection

The goal of this comparative study was to compare the outcomes of students enrolled in the Miracle Growing course using the Flipped Model.

Final grades, math and writing placement scores, high school gpa, college major and demographic information using BANNER.

Group Equivalence

Comparing the mean ACT or SAT math and verbal placement scores, and high school gpa.

The One-way ANOVAs indicated that there were no significant differences between groups. ACT and SAT math placement scores FACT (16,41) = .727,

ρ= .751 and FSAT (21,11) = 1.005, ρ = .518.

ACT English or SAT verbal placement scores FACT (19,38) = .875 ρ= .613, and FSAT (21,11) = .888, ρ= .610.

High School gpa’s FHS (2, 71) = 1.402, ρ= .253.

Model Gender Total Enrollment Status  

  M F   Freshmen Soph Junior Senior Post-Bac

& Graduate

Flipped Model

47 15 62 15 3 4 4 4

Lecture Model

34 17 51 11 12 1 6 1

Demographics of Participants in the Study by Gender and Enrollment Status

Demographics of Participants in the Study by Major

Model Total Major

    Horticulture or Science Major

Non-Science Major

University Studies or Non-Degree

Flipped Model 62 37 8 17

Lecture Model 51 36 10 5

Independent-Samples t-test

Results of the Independent-Samples t-testNo significant difference in final averages

for students in either classroom t(111)= 1.597, p = .113.

    t df sig (2-tailed)

MD SD

Final Average

           

    1.597

111 .113 5.366 3.360

Findings

Students performed better in terms of final outcomes in the Lecture Model classroom compared to the Flipped Model classroom.

According to Mckeachie (1997), researchers have found that students prefer the lecture method because it allows them to be passive, organizes the material for them and prepares them well for the tests.

A possible reason for the difference is the difference in the number of students enrolled in University Studies or Non-degree in the Flipped Model classroom because they may not view the class as relevant for them.

McKeachie, W (1997). Student ratings: The validity of use.  In A.E. Covill (Ed.), College Student Journal, 45, 92-101.

Implications and Recommendations for Future Research

Research study should be continued to obtain a larger sample size

Further follow-up with students is needed to learn more about how students perceived the Flipped Model classroom.

Questions?

Photo by stina jonsson on flickr