Flipped classroom in engineering: The influence of gender

Abstract

The flipped classroom technique has been applied to a part (“Strength of Materials”) of a second‐year compulsory course called “Technology of Materials.” Due to the number of students, the course is divided into two groups – one taught with the traditional methodology (98 students), and the other taught with the flipped one (97 students). In the traditional methodology, the teacher explains the lesson and solves the problems, with students as passive actors in the learning process. In the developed flipped classroom model, the students have edited videos on an institutional online platform, available before each face‐to‐face session. In addition, a linked activity is used to check the students’ knowledge before class. The in‐class time is dedicated to briefly reviewing the concepts explained in the video, with a special emphasis on the errors detected in the link activity, followed by groups of students solving problems. The aim of this study is to present quantitative results of the effect of the flipped classroom in engineering with a focus on the gender of the students. The results show that the flipped classroom model has a direct impact on student grades, especially for female students, which presents significant differences when compared with males of the same group. In addition, the grade standard deviation values were lower, ensuring a better general level. The students of the flipped classroom group also attended the exams in a higher ratio than others, as these students are likely to feel more confident in the knowledge they have acquired.

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

“…In regards to gender differences, only female learners in the intervention group had a significant difference in self-efficacy before and after the intervention. This finding is in accordance with the findings of the study by Chiquito et al (2019) where the results indicated that the flipped classroom strategy in an engineering course had a significantly greater impact on grades of female students when compared with of male students. The authors explained their observation with the claim that the FCM may fit best to females.…”

An effective blended online teaching and learning strategy during the COVID-19 pandemic

“…Lage and colleagues showed that reducing variability in teaching styles across classroom and implementing various activities to create an inclusive classroom resulted to an improved student performance ( Lage et al, 2000 ). Several other disciplines have reported a similar success with implementing the flipped learning in materials science courses ( Liou et al, 2016 ), pharmacy ( Koo et al, 2016 ), statistics ( Peterson, 2016 ), engineering education ( Kerr 2015 ; Chiquito et al, 2020 ), computer science ( Sohrabi and Traj, 2016 ; Davies et al, 2013 ), and health science courses ( Betihavas et al, 2016 ; McLaughlin et al, 2014 ). In chemistry, flipped classrooms were first introduced in a high school general chemistry curriculum ( Bergmann and Sams 2012 ).…”

Investigating cognitive holding power and equity in the flipped classroom

“…A flipped classroom can be a suitable platform for achieving deeper learning, considering the diversity of the students' learning styles and experiences ( Goedhart et al., 2019 ). This can lead to enhancing equity among students ( Chiquito et al., 2020 ). In contrast, one study found that the effectiveness of the flipped classroom depends on the students' gender: female students' results were significantly better on Technology of Materials exam than male students.…”