The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course
There are but a handful of experimental or quasi experimental studies comparing student outcomes from flipped or inverted classrooms to more traditional lecture formats. In the current study, I present cumulative exam performance and student evaluation data from two sections of a statistics course I recently taught: one a traditional lecture (N 19) and the other a flipped class (N 24) Independent samples t tests revealed students in the flipped classroom outperformed their lecture peers by more than a letter grade on the final exam. Further, these students were more satisfied with the course overall, a novel finding in this burgeoning area of research. This latter point, I argue, is likely due to the strong cohesion between the in class and out of class content.