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Flipping the Classroom: A Causal-Comparative Study in an Undergraduate Biology Course

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Title: Flipping the Classroom: A Causal-Comparative Study in an Undergraduate Biology Course
Language: English
Authors: Marcus J. Norman
Source: ProQuest LLC. 2024Ed.D. Dissertation, Wilmington University (Delaware).
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 152
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Flipped Classroom, Biology, Science Instruction, Undergraduate Students, Science Course Improvement Projects, Academic Failure, Teaching Methods, Student Attitudes, Academic Achievement, Instructional Effectiveness, Knowledge Level
ISBN: 979-83-8231-979-7
Abstract: The United States lags behind other countries in science literacy at the 4th, 8th, and 12th grade levels. Subsequently, this is seen at the higher education level, especially with gateway science courses. BIO 103-General Biology I is a gateway course at Lion University. Passing this course is crucial for students to progress in several science related majors. The failure rate of this course has been steadily increasing since 2017. To address this issue, I conducted a quantitative study to investigate the impact of a flipped classroom instructional modality and a traditional lecture-based method. Consent forms were administered to all enrolled students and the study concluded during midterm week. Students in both sections completed a pre-quiz, four weekly post-quizzes, and a midterm exam. Students completed a survey to provide information on their perceptions about the instructional modality of the section they were enrolled in. To determine if there was any difference in academic performance between the two sections, all grades were compared between the two sections using SPSS. Although there was no statistically significant difference in academic success between both sections, results indicate learning did occur and both methods were effective at increasing students' knowledge. Additionally, survey results indicate the perceptions of students were similar between both sections. This document presents details of the study and concludes with information that explores the action plan to implement recommendations, insights from a stakeholder meeting, how results will be disseminated, limitations of the study, and recommendations for future scholar-practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31237839
Accession Number: ED651892
Database: ERIC
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  Data: The United States lags behind other countries in science literacy at the 4th, 8th, and 12th grade levels. Subsequently, this is seen at the higher education level, especially with gateway science courses. BIO 103-General Biology I is a gateway course at Lion University. Passing this course is crucial for students to progress in several science related majors. The failure rate of this course has been steadily increasing since 2017. To address this issue, I conducted a quantitative study to investigate the impact of a flipped classroom instructional modality and a traditional lecture-based method. Consent forms were administered to all enrolled students and the study concluded during midterm week. Students in both sections completed a pre-quiz, four weekly post-quizzes, and a midterm exam. Students completed a survey to provide information on their perceptions about the instructional modality of the section they were enrolled in. To determine if there was any difference in academic performance between the two sections, all grades were compared between the two sections using SPSS. Although there was no statistically significant difference in academic success between both sections, results indicate learning did occur and both methods were effective at increasing students' knowledge. Additionally, survey results indicate the perceptions of students were similar between both sections. This document presents details of the study and concludes with information that explores the action plan to implement recommendations, insights from a stakeholder meeting, how results will be disseminated, limitations of the study, and recommendations for future scholar-practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 152
    Subjects:
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Science Course Improvement Projects
        Type: general
      – SubjectFull: Academic Failure
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: Flipping the Classroom: A Causal-Comparative Study in an Undergraduate Biology Course
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