The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis

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 non-math 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 metaanalysis compared the academic performance of students in introductory statistics courses for non-math majors who were taught in a FC versus those taught in a LC. Results indicate that students in the FC had significantly 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.

Modern teaching methods in action in statistical classes

“…The self-paced learning at home and the learning activities in classes can also result in higher levels of satisfaction [55] and engagement [56]. Based on a metaanalysis [48] it is highlighted that student's performance was higher in a flipped classroom than in a traditional classroom in most of the examined studies. The paper of Gundlach et al (2015) showed that traditional students scored higher on average on the exams compared to flipped students but Gundlach et al explain that by less face-to-face class time in the flipped classroom compared to the traditional one or by the instructor's higher experience on the traditional lecture [57].…”

“…problemsolving, assignments, group work, quizzes, etc.) with a peer mentor and instructor support available" [48]. This approach has emerged from primary and secondary education [49] and became popular in post-secondary education about a decade ago [50].…”

“…Concerning the class sizes, flipped classrooms can be used in small or large classes too. Farmus et al (2020) found that the size of the class does not moderate the flipped classroom's effect on student performance [48]. Nielsen et al (2018) pointed out in a large class that flipped classrooms improve student performance [58], but there are studies with small sizes [55,59] where the positive effect of flipped classrooms on student performance is observed.…”

Three principles for modernizing an undergraduate regression analysis course

“…Much of this philosophy has been incorporated in the introductory courses. In recent years there has been a wealth of literature on innovations in introductory statistics and data science courses (e.g, Adams et al 2021, C ¸etinkaya-Rundel & Ellison 2021, Farmus et al 2020, Baumer 2015, Hardin et al 2015. Many of these innovations, have been motivated by the need to help students gain the conceptual knowledge and computing skills required to analyze authentic complex and nonstandard data, such as analyzing text and spatial data.…”

Kaedah Flipped Classroom dalam Pembelajaran Matematik di Peringkat Pengajian Tinggi : Sorotan Literatur Bersistematik

“…Flipped classroom adalah satu kaedah pedagogi yang biasa digunakan bagi peringkat pengajian tinggi selepas sistem persekolahan. Ia adalah satu kaedah yang berpandukan model blended learning yang menukar paradigma kaedah pengajaran tradisional dari segi tugasan dan pendekatan pengajaran di dalam kelas (Farmus et al, 2020). Idea di sebalik kaedah ini memerlukan maklumat dan panduan pengajaran dijalankan di luar masa kelas.…”