Flipping Statistics Courses in Graduate Education: Integration of Cognitive Psychology and Technology

Figures & data

Table 1 Core instructional components of flipped classrooms.

Component	Purpose
Instructional modules	Introduce and familiarize students with principles, formulas, and application of statistical procedure (e.g., ANOVA, multiple regression).
Module quiz	Retrieval practice of learned information and assessment of content domain mastery.
Video tutorials	Model the use of statistical software (e.g., SPSS) to conduct statistical analysis and interpret output.
Assignments	Promote deliberate practice and transfer of learned information for in-class collaborative, active learning activities.
Final project paper	Reinforce students’ transfer of learning to novel context to promote long-term information retrieval.
Participation	Retrieval of information, collaborative learning, and address misconceptions.

Table 2 Student ratings of course elements.

				Not useful	Slightly	Moderately	Very	Extremely
	N	Mean	SD	at all	useful	useful	useful	useful
				(1)	(2)	(3)	(4)	(5)
SPSS software	63	4.41	0.71	–	1.6%	7.8%	39.1%	51.6%
In-class group discussion	64	4.23	0.89	–	3.1%	20.3%	26.6%	50.0%
Video lectures	64	3.95	1.02	1.6%	7.8%	20.3%	34.4%	35.9%
Assignments	63	3.78	1.18	1.6%	17.3%	48.9%	62.9%	69.3%
SPSS video tutorials	56	3.64	1.62	–	3.6%	21.4%	30.4%	44.6%
Online resources	61	3.61	1.22	1.6%	8.2%	21.3%	47.5%	21.3%
Quizzes	64	2.95	1.12	10.9%	25.0%	28.1%	29.7%	6.3%
Supplemental articles	56	2.72	1.33	3.6%	17.9%	48.2%	25.0%	5.4%
Textbook	64	2.27	1.54	8.2%	22.4%	38.8%	26.5%	4.1%

Table 3 Descriptive statistics of student perceptions of course engagement.

	Mean	Mdn	SD	Min	Max
I prefer this classroom format to a “traditional” lecture.	4.23	5.00	1.30	2	5
I believe that I learned more statistics with this classroom format.	4.38	5.00	0.87	3	5
I would prefer to take my other statistics courses with this type of classroom format.	4.31	5.00	1.18	2	5
I enjoyed working on group assignments.	3.81	4.00	1.18	1	5
I learned a lot working in groups in class.	3.85	4.00	1.23	1	5
The assignments illustrated basic statistics concepts.	4.22	4.00	0.70	2	5
There is too much work to do outside of class for this course.	3.11	3.00	1.05	1	5
I worked more in this class than in my other classes this semester.	3.89	4.00	1.12	1	5

NOTE: N = 27.

Table 4 Item descriptive statistics.

	N	Mean	Mdn	SD	Min	Max
Knowledge of statistics	64	4.33	4.00	0.71	2	5
Critical thinking about statistics	64	4.30	4.00	0.73	2	5
Ability to critically evaluate quantitative research^a	27	4.11	4.00	0.58	3	5
Understanding of the use of statistics in research and practice^a	27	4.41	4.00	0.57	3	5
Confidence to use statistics in research and practice^a	27	3.93	4.00	0.92	2	5

NOTE: 1 = Strongly Disagree to 5 = Strongly Agree.

a Items included in Fall 2018 intermediate statistics courses.