國立虎尾科技大學 |

A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics./
Author:	Gricoski, Daphne M.
Description:	1 online resource (96 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
Contained By:	Dissertations Abstracts International84-01B.
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798837528606

A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics.
Gricoski, Daphne M.

A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics. - 1 online resource (96 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: B.

Thesis (Ph.D.)--Walden University, 2022.

Includes bibliographical references

Improving education, particularly for the sciences, is an important and necessary endeavor which can lead to positive social change. Education reform tends to involve updating and aligning curriculum standards without considering methodologies or teaching strategies involved. Identifying evidence-based practices to improve achievement in science, technology, engineering, and mathematics (STEM) will contribute to improving the education system. Flipped classroom instruction is a pedagogical approach that emphasizes student involvement and engagement in the learning process. There is evidence that active learning strategies improve achievement in STEM academic areas. The purpose of this study was to compare traditional lecture teaching methods to the flipped classroom approach in terms of measures of academic achievement using a meta-analysis. Data for this study measured achievement of flipped and traditional pedagogies in STEM areas. Results from this meta-analysis were not significantly in favor of a flipped approach. However, only one study favored traditional lectures over flipped approaches, while other studies showed a small to moderate effect size in favor of the flipped approach. Implications for positive social change include discussion of effective teaching strategies that promote academic achievement and retention in STEM areas.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798837528606Subjects--Topical Terms:

555998
Psychology.
Subjects--Index Terms:

Flipped pedagogyIndex Terms--Genre/Form:

554714
Electronic books.

A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics.
LDR:02763ntm a22004217 4500 001 1149196
005 20241007100312.5
006 m o d
007 cr bn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798837528606
035 $a (MiAaPQ)AAI29261658
035 $a AAI29261658
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Gricoski, Daphne M. $3 1475353
245 1 2 $a A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics.
264 0 $c 2022
300 $a 1 online resource (96 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
500 $a Advisor: Diebold, Charles.
502 $a Thesis (Ph.D.)--Walden University, 2022.
504 $a Includes bibliographical references
520 $a Improving education, particularly for the sciences, is an important and necessary endeavor which can lead to positive social change. Education reform tends to involve updating and aligning curriculum standards without considering methodologies or teaching strategies involved. Identifying evidence-based practices to improve achievement in science, technology, engineering, and mathematics (STEM) will contribute to improving the education system. Flipped classroom instruction is a pedagogical approach that emphasizes student involvement and engagement in the learning process. There is evidence that active learning strategies improve achievement in STEM academic areas. The purpose of this study was to compare traditional lecture teaching methods to the flipped classroom approach in terms of measures of academic achievement using a meta-analysis. Data for this study measured achievement of flipped and traditional pedagogies in STEM areas. Results from this meta-analysis were not significantly in favor of a flipped approach. However, only one study favored traditional lectures over flipped approaches, while other studies showed a small to moderate effect size in favor of the flipped approach. Implications for positive social change include discussion of effective teaching strategies that promote academic achievement and retention in STEM areas.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Psychology. $3 555998
650 4 $a Education. $3 555912
650 4 $a Mathematics education. $3 1148686
650 4 $a Pedagogy. $3 1148703
650 4 $a Science education. $3 1151737
650 4 $a Curriculum development. $3 1148494
653 $a Flipped pedagogy
653 $a Meta-analysis
653 $a STEM academics
653 $a Flipped instruction
655 7 $a Electronic books. $2 local $3 554714
690 $a 0621
690 $a 0515
690 $a 0456
690 $a 0280
690 $a 0714
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Psychology. $3 845558
773 0 $t Dissertations Abstracts International $g 84-01B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29261658 $z click for full text (PQDT)