An Examination of Student Outcomes and Student Satisfaction in a Flipped Learning Environment: A quasi-experimental design

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An Examination of Student Outcomes and Student Satisfaction in a Flipped Learning Environment: A quasi-experimental design

Angela Lee

Abstract

Flipped learning has become a hot topic in education, in part because of the media portrayal of flipped learning in existing news stories. Although there has been a rise in popularity and implementation, there has been a lack of empirical research in the field of flipped learning. The purpose of this exploratory study was to address some of the issues related to previous research regarding student outcomes and satisfaction, gender differences, and lack of research in sociology courses. A two-by-two quasi-experimental design was established. Results were grouped by Learning Environment, which was expressed as the traditional learning group and the flipped learning group, and Gender was categorized as female and male. The Dependent Variables consisted of the Pretest, Posttest, Stratification Quiz, Sex/Gender Quiz, Race/Ethnicity Quiz, Higher-Ordered Unit Exam and student Satisfaction Scores. There were 111 participants in the current study. A two-way MANOVA was conducted to determine if any interaction effects or main effects existed based on the Dependent Variables. The interaction effect of Learning Environment by Gender was examined before inspecting the individual main effects. The main effect for Gender based on Dependent Variables was reviewed. The interaction effect (Learning Environment by Gender) and main effect for Gender on the combined Dependent Variables was not significant. The main effect for Learning Environment based on the combined Dependent Variables was significant (V = .238, F (6, 90) = 4.692, p < .001, ? 2 p = .238). The results from the quantitative analysis and qualitative findings mirrored previous literature.

Keywords

Quasi-experimental, Flipped classroom

Annotation

For this study, a two-by-two quasi-experimental design was established to examine the results by Learning Environment and Gender (grouping variables) on selected Dependent Variables. The purpose of this study was to explore the mean differences between Learning Environment and Gender based on the Dependent Variables, which was conducted in introductory sociology courses.111 participants, 58 female 44 male. Majority freshman and sophomores. Student outcome measures occurred in three different ways: pretest and posttest
assessment, three lower-order learning quizzes, and a higher-ordered unit exam. Using a two-way MANOVA, the research question was answered. The research question was divided into three subquestions and analyzed through multivariate statistics. First, the interaction effects of Learning Environment by Gender on the Dependent Variables were reviewed from Pillai’s Trace. The results indicated that there were no
significant interaction effects. Then, the main effects for Gender on the Dependent
Variables was computed. No significant main effects were found. Finally, the effect of
Learning Environment was analyzed. The results revealed that differences did exist by
Learning Environment. Based upon the MANOVA findings, seven one-way ANOVA
tests were conducted. The subsequent post hoc tests exposed that there was a group
difference with Learning Environment as the grouping variable on the Dependent
Variables, Race/Ethnicity Quiz and the Higher-Ordered Unit Exam. Using a two-way MANOVA, the research question was answered. The research question was divided into three subquestions and analyzed through multivariate statistics.
First, the interaction effects of Learning Environment by Gender on the Dependent
Variables were reviewed from Pillai’s Trace. The results indicated that there were no
significant interaction effects. Then, the main effects for Gender on the Dependent
Variables was computed. No significant main effects were found. Finally, the effect of
Learning Environment was analyzed. The results revealed that differences did exist by
Learning Environment. Based upon the MANOVA findings, seven one-way ANOVA
tests were conducted. The subsequent post hoc tests exposed that there was a group
difference with Learning Environment as the grouping variable on the Dependent
Variables, Race/Ethnicity Quiz and the Higher-Ordered Unit Exam.

About the Study

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