2014 Conference Archive
The Combined Effect of Problem-Based Learning and the Flipped Classroom
Copyright
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Abstract
The purpose of this SoTL project was to combine the flipped classroom and the problem-based learning, in order to improve the achievement of students on the subject of Statistics, in the unit of Gosset test. In the problem-based learning students require to identify resources for gathering information. In this case others resources were the video lectures of a MOOC related with this topic. To watch a video lecture is part of the flipped classroom. In consequence, the flipped classroom matches perfectly with the problem-based learning. The subjects were 25 students in a master program of physics teaching. The procedure was as follows: (1) The teacher administers a pre-test to the students about the Gosset test; (2) The teacher presents the problems (research paper) to the students; (3) The teacher ask the students to watch the video lectures; (4) The teacher administer a test to the students about the content of the video lecture;(5) The students work in the problem based learning in order to solve the problem. The paired t test gave a t value of 32,651 with 24 degrees of freedom, which was significant at a p value of less than 0.0001. The success of this intervention was due to the assessment administered to the students as a part of the flipped classroom.
Location
Room 1005
Publication Type and Release Option
Event
Recommended Citation
Flores, Jorge R. Mr., "The Combined Effect of Problem-Based Learning and the Flipped Classroom" (2014). SoTL Commons Conference. 4.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/4
The Combined Effect of Problem-Based Learning and the Flipped Classroom
Room 1005
The purpose of this SoTL project was to combine the flipped classroom and the problem-based learning, in order to improve the achievement of students on the subject of Statistics, in the unit of Gosset test. In the problem-based learning students require to identify resources for gathering information. In this case others resources were the video lectures of a MOOC related with this topic. To watch a video lecture is part of the flipped classroom. In consequence, the flipped classroom matches perfectly with the problem-based learning. The subjects were 25 students in a master program of physics teaching. The procedure was as follows: (1) The teacher administers a pre-test to the students about the Gosset test; (2) The teacher presents the problems (research paper) to the students; (3) The teacher ask the students to watch the video lectures; (4) The teacher administer a test to the students about the content of the video lecture;(5) The students work in the problem based learning in order to solve the problem. The paired t test gave a t value of 32,651 with 24 degrees of freedom, which was significant at a p value of less than 0.0001. The success of this intervention was due to the assessment administered to the students as a part of the flipped classroom.
