Data set on the effectiveness of flip teaching on engineering students' performance in the physics lab compared to Traditional Methodology

José A Gómez-Tejedor,Ana Vidaurre,Isabel Tort-Ausina,José Molina Mateo,María-Antonia Serrano,José M Meseguer-Dueñas,Rosa M Martínez Sala,Susana Quiles,Jaime Riera

doi:10.1016/j.dib.2019.104915

José A Gómez-Tejedor, Ana Vidaurre + Show 7 more

Open Access

https://doi.org/10.1016/j.dib.2019.104915

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Journal: Data in Brief	Publication Date: Nov 30, 2019
Citations: 11	License type: cc-by

Affiliation: Universitat Politècnica de València

Abstract

This paper shows the data of the Flip Teaching and Traditional Methodology on the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were shown in four consecutive years. The characteristics of all four years were quite similar, except that the Traditional teaching Methodology (TM) was used in two, while Flip Teaching methodology (FT) was applied in the other two.For further discussion, please refer to the scientific article entitled “Effectiveness of flip teaching on engineering students' performance in the physics lab” [1]. Additional segmentation data in three levels are presented in this data in brief paper.

Highlights

Data set on the effectiveness of flip teaching on engineering students' performance in the physics lab compared to Traditional Methodology
This paper shows the data of the Flip Teaching and Traditional Methodology on the laboratory practice in two subjects, Physics and Electricity, of a technical degree
There is no available data in the literature to compare Flip Teaching and Traditional Methodology in the Physics lab. The sample in this data paper was formed by 1233 students enrolled from 2013 to 2017 who completed the subjects of Physics (Phys) and Electricity (Elec) following two different methodologies: Traditional Methodology (TM) and Flip Teaching Methodology (FT) [1]

Summary

Tables and graphics

Grades were obtained from the courses in which the authors taught these acquired subjects during the academic years studied. Parameters for data Data were collected at the end of the academic year. Any personal and gender data was deleted. Description of data The data was directly extracted from the University's grade management application collection. Data source location Escuela Tecnica Superior de Ingeniería del Disen~o, Universitat Politecnica de Valencia, Valencia (Spain)

Data accessibility

Data grouped by methodology

Data for physics

Findings

Methodology