Use of Flipped Classroom Teaching Approach on Student Performance in Physiology

Abstract

Flipped Class‐room (FC) is a pedagogical model in which the lecture and homework are reversed. Stu‐dents are expected to have completed assigned readings and/or lecture videos prior to the in‐class activities. There is a limited amount of research available on the effectiveness of FC on student performance. In this study, FC method of teaching was compared with that of traditional (unflipped; UF) lectures on student performance in their major exams. FC required students to complete the pre‐class material that included an assigned reading, lecture video along with the PowerPoint slides that were used in the video. In‐class activities were designed to engage students answer questions pertaining to the lecture utilizing team‐based learning (TBL) format. After the TBL session, each student completed an individual assessment related to the same lecture content. In the UF format, students were given PowerPoint slides as well as reading assignments prior to class and the class time was dedicated to podium‐style lecture. Pop quizzes were given to maximize student attendance. These live lectures were captured in real‐time and were made available for students to use as needed. Comparison of the student performance between FC and UF mode of teaching suggested that the FC method improved student performance by 17.5%. In addition, the students in both the upper and lower half of the class performed significantly better with the FC. Notably, the lower 50% of the class showed greater difference than the above 50% group from UF to FC. Moreover, in a student survey, sixty‐five percent of students agreed that FC changed the way they normally studied and 69% of the students agreed that they were more prepared for class than in the UF mode. These findings suggest that the FC mode is more effective than UF especially among the lower half of the class. FC has the potential to increase educational effectiveness.