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The study aim was to objectively compare learning outcomes of two pedagogies as measured quantitatively through exam questions, quiz scores, and course grades. Eighty-two baccalaureate nursing students were randomly assigned to either the flipped or the traditional classroom. No statistically significant differences were noted between groups in outcomes measured, and the flipped classroom was found to be an effective strategy for nursing education.
Harrington et al. (Tue,) studied this question.
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