Student comprehension of biochemistry in a flipped classroom format
Author Information
Author(s): Harris Edward N., Schroder Evan A., Berks Teryn J.
Primary Institution: University of Nebraska – Lincoln
Hypothesis
Does changing format and delivery of the material rather than the content increase student comprehension or performance in the course objectives of Biochemistry?
Conclusion
The flipped pedagogy is better for the reinforcement of difficult concepts for struggling students and merits higher participation than the traditional lecture.
Supporting Evidence
- Lower-performing students had a twofold lower failure rate in the flipped format compared to previous years.
- 88% of students preferred the flipped format over traditional lectures.
- 95% of students agreed that the flipped format helped reinforce difficult concepts.
Takeaway
This study shows that when students watch lectures at home and do activities in class, they learn better and participate more than in traditional lectures.
Methodology
The study compared learning outcomes and attitudes in a flipped classroom format versus traditional lectures in an upper-level biochemistry course.
Potential Biases
Voluntary survey responses may skew towards high-performing or opinionated students.
Limitations
The study only encompassed one large class in one semester and did not assess baseline knowledge with pre-tests.
Participant Demographics
{"male":60,"female":40,"junior":49,"senior":40,"graduate":10,"biochem_major":30,"non_major":70}
Statistical Information
P-Value
p<0.001
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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