Document Type

Article

Publication Date

2020

Advisor

Amber Todd

Abstract

Objective: This study is aimed at finding out which level and type of preparation is most effective in helping students to achieve success in a flipped classroom curriculum.

Methods: Surveys were conducted regarding the percentage of required preparation students completed for each type of learning session (peer instruction, team-based learning), whether or not they used supplemental resources, and whether or not they completed >50% or < 50% of the required preparation. These were then compared to student scores on the type of learning activity through Spearman correlations and unpaired t-tests.

Results: The greater the percentage of required preparation completed typically resulted in higher test scores. Supplemental preparation did not directly correlate with higher test scores, with some cases showing a decrease in score with the addition of supplemental preparation. Completion of >50% of the required preparation typically resulted in higher test scores.


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