Measuring Learning Outcomes and Attitudes in a Flipped Introductory Statistics Course

Abstract

Recent studies have highlighted the positive effects on learning and retention rates that active learning brings to the classroom. A flipped classroom is a type of active learning where transmission of content occurs outside of the classroom environment and problem solving and learning activities become the focus of classroom time. This article reports on results of a study conducted in flipped and non-flipped Introductory Statistics classroom environments measuring student achievement in both classrooms on traditional assessments as well as measuring student attitudes toward the flipped classroom environment.

Keywords:

• Flipped classroom
• introductory statistics
• active learning
• video instruction

Additional information

Notes on contributors

Emily Cilli-Turner

Emily Cilli-Turner received her Ph.D. at the University of Illinois at Chicago and is primarily interested in students’ thought processes when they are constructing mathematical proofs for the first time. However, she has taught using the flipped classroom method and has been interested in students enjoyment of this method as well as its effectiveness. She seeks to engage her students inside the classroom and encourage them to become lifelong learners. When not teaching, she enjoys backpacking, traveling, and trying new and interesting foods.