期刊
JOURNAL OF POLITICAL SCIENCE EDUCATION
卷 11, 期 1, 页码 28-44出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/15512169.2014.985105
关键词
active learning; flipping the classroom; quasi-experiment; statistics education
资金
- Boise State University's Center for Teaching and Learning
- Director of the Center, Dr. Susan Shadle, along with other participants in the Boise State Early Career Teaching Scholars Program
- Political Science Department at Boise State University
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.
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