Abstract

The flipped classroom (FC) inverts the traditional classroom by having students participate in passive aspects of learning at home and active aspects of learning in class with the guide of an instructor. The introductory statistics course for nonmath majors may be especially suited to the FC model given its unique challenges as a required course for students with varying mathematical skills and background. For example, these students often have low interest and high statistics-related anxiety. Recent studies suggest the FC for introductory statistics courses leads to increased performance relative to a traditional lecture-based classroom (LC). This meta-analysis compared the academic performance of students in introductory statistics courses for nonmath majors who were taught in a FC versus those taught in a LC. Results indicate that students in the FC had statistically discernibly higher final performance outcomes compared to the LC delivery with an average difference of 6.9% in performance (Hedge’s g = 0.43), though there was evidence of moderation by the presence of weekly in-class quizzes. These findings suggest that implementing the FC within the introductory statistics classroom at the undergraduate level may improve learning achievement, but more research is needed to explore the role of regular class quizzes. Supplementary materials for this article are available online.

摘要

翻转教室（FC）通过让学生参与家庭学习的被动方面和课堂上学习的主动方面来颠覆传统的课堂。非数学专业的入门统计课程可能特别适合FC模式，因为它具有独特的挑战，是具有不同数学技能和背景的学生所必需的课程。例如，这些学生通常兴趣低下，与统计相关的焦虑很高。最近的研究表明，相对于传统的基于课堂的课堂（LC），入门级统计课程的FC可以提高绩效。这项荟萃分析比较了在FC授课的非数学专业与LC授课的非数学专业的入门统计课程中学生的学习成绩。g  = 0.43），尽管有每周班级小测验的缓解迹象。这些发现表明，在本科生阶段的入门级统计课堂中实施FC可能会提高学习成绩，但是需要更多的研究来探索常规课堂测验的作用。可在线获得本文的补充材料。