Abstract Title
The achievement in pre-class learning predict the final outcome in flipped classroom learning

Authors

Kuo Su Chen
Ming-Jui Hung
Chih-Ken Chen

Theme

3BB The lecture and the flipped classroom

INSTITUTION

Chang Gung Memorial Hospital - Taiwan
Chang Gung University-Taiwan

Background

Several factors had been proposed to affect the outcome of flipped classroom learning.  However, scientific publications which investigated the influencing factors for the outcome of flipped classroom learning are still few.  This work retrospectively analyzed the available data in a flipped classroom learning program to determine the significant predictors of final outcome.

Summary of Work

 

A flipped classroom re-education program called TOTR (teaching on the run) was implemented to improve the teaching skills of clinical teachers in our hospital since July 2014.   Till Dec 2014, three courses of TOTR with a total of 45 clinical teachers attended and completed this program. The available information for analysis included age, gender, duration of clinical teaching, professional category, TOTR session, pre-class test scores and post-class test scores. The pre-class score was used to represent effort and achievement in pre-class learning, and post-class scores were used to represent the final outcome of TOTR learning.

Conclusion

Our results showed that achievement in pre-class learning is an important determinant of the final academic outcome in flipped classroom learning. It means that if a learner cannot have a good achievement in pre-class learning, the final outcome might not be optimal.  Thus,efforts should be made to improve the achievement in pre-class learning.  Then, a better final outcome can be expected.

Another interesting finding is that more senior participants were associated with a lower final test score. This might suggest that senior learners prone to resist to this mode of new teaching style.

Take-home Messages

In flipped classroom learning, facilitators should monitor the learning process and give the learner assistance whenever necessary during the pre-class learning stage.  Thus, a good final learning outcome can be guaranteed.

Active communication and orientation may be necessary for senior learners before the implementation of flipped classroom style learning.

Summary of Results

When divided into 3 groups according to the post-class scores, participants with highest post-class scores had also highest pre-class scores (p<0.001, linear trend p<0.001, Table 1) and shortest teaching duration (p=0.015, linear trend p=0.004).

Table 1. Difference in characteristics between groups with high, middle and low post-class test scores
Groups

low (n=15)

middle (n=15) high (n=15) p value linear trend p total (n=45)
Final test score 53.8±10.18 71.07±5.2a 83.87± 5.54a,b 0.000 0.000 69.58±14.37
Male 5 5 4 0.902 0.697 14
Age 36.33±8.34 36.13±6.11 33.4±6.52 0.452 0.261 35.29±7.03
Teaching Duration  11.93±8.82 7.53±4.73 5.13±3.78a 0.015 0.004 8.2±6.67
Job Category       0.303 0.138  
Physician 0 4 3     7
Nurse 9 7 6     22
Others 6 4 6     16
TOTR session       0.529 0.273  
1st 2 4 6     12
2nd 6 4 3     13
3rd 7 7 6     20
Pre-class score 48.2±13.44 62.67±10.47a 73.73±13.75a,b 0.000 0.000 61.53±16.26
Difference 5.6±11.29 8.4±12.74 10.13± 14.1 0.621 0.336

8.04±12.61

 

ANCOVA analysis showed only pre-class score, but not age, gender, teach duration, job category or TOTR session, was a significant predictor of the post-class test scores (Table 2).

Table 2. ANCOVA analysis to determine the predicting variables of post-class scores

Source Type III Sum of Squares df Mean Square F Sig. Partial Eta Squared Noncent. Paramete Observed Powerb
Corrected Model 5347.478a 8 668.435 6.432 .000 .588 51.452 .999
Intercept 990.959 1 990.959 9.535 .004 .209 9.535 .852
Gener 94.339 1 94.339 .908 .347 .025 .908 .153
Job Category 326.208 2 163.104 1.569 .222 .080 3.139 .311
TOTR session 486.756 2 243.378 2.342 .111 .115 4.683 .443
Age 10.291 1 10.291 .099 .755 .003 .099 .061
Teaching Duration 119.990 1 119.990 1.155 .290 .031 1.155 .182
Pre-class score 1920.702 1 1920.702 18.481 .000 .339 18.481 .987
Error 3741.500 36 103.931          
Total 226937.000 45            
Corrected Total 9088.978 44            

Linear regression analysis showed that post-class score positively correlated with pre-class score (R = 0.691, p = 0.000, Figure 1).   If participants were divided into high, middle and low groups according to pre-class score, the low pre-class score group had most significant improvement in scores after classroom activity, less significant in middle group and no change in high group (Figure 2).  The post-class score of the low pre-class score group was still significantly lower than those of the high pre-class score group, despite the improvement after classroom activity is most significant in the low pre-class score group. (Figure 2) 

Figure 1.  Relationship between post-class and pre-class test score   Figure 2.  Change in scores after classroom activity

              

Background
Summary of Work
Conclusion
Take-home Messages
Summary of Results
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