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Presentation institutional research morrison elakovich collins
 

Presentation institutional research morrison elakovich collins

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  • http://www.flickr.com/photos/croland/2123398053/
  • http://www.flickr.com/photos/croland/2123398053/
  • http://www.flickr.com/photos/croland/2123398053/
  • http://www.flickr.com/photos/jiscinfonet/405736631/http://www.flickr.com/photos/eldan/4929258391/in/photostream/
  • http://www.flickr.com/photos/jiscinfonet/405736631/http://www.flickr.com/photos/eldan/4929258391/in/photostream/
  • Lecture model- one section of students (51) Course met at 9:00-9:50 Mondays, Wednesdays and Fridays. Flipped model- two sections of students (62) Course met Wednesdays from 13:10-1500 or 15:10- 1700. Both courses covered the same content and students were required to demonstrate they learned the same material.
  • 77.24 flipped82.61 lecture
  • http://www.flickr.com/photos/stinajonsson/3932774410/

Presentation institutional research morrison elakovich collins Presentation institutional research morrison elakovich collins Presentation Transcript

  • “Do final grades of students participating in the Flipped Model classroom differ from students that participate in the Lecture Model Classroom?” Laura Collins Denise Elakovich Cali Morrison November 29, 2012 Montana State University
  • Flipping the Classroom – Simply Speaking
  • Flipping theclassroom is…Having students watchvideos of the samelectures you would givein the classroom. Photo by croland on flickr
  • Flipping theclassroom is…Having students watchvideos of the samelectures you would givein the classroom. Photo by croland on flickr
  • Flipping theclassroom is…A break for theprofessor. Photo by slworking2 on flickr
  • Flipping theclassroom is…A break for theprofessor. Photo by slworking2 on flickr
  • Flipping theclassroom is…A way to engagestudents with thematerial by havingthem prepared whenthey arrive in theclassroom. Photo by slworking2 on flickr
  • Flipping theclassroom is…A way to engagestudents with thematerial by havingthem prepared whenthey arrive in theclassroom. Photo by slworking2 on flickr
  • “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.
  • Demographics of Participants in the Study by Genderand Enrollment Status 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 byMajor Model Total Major Horticulture or Non-Science Major University Studies or Science Major Non-Degree Flipped Model 62 37 8 17 Lecture Model 51 36 10 5
  • Independent-Samples t-test Results of the Independent-Samples t-test No significant difference in final averages for students in either classroom t(111)= 1.597, p = .113. t df sig (2- MD SD tailed) 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 FutureResearch 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