What question did this study set out to answer?

To assess the quantitative impact of a flipped-classroom model compared to traditional lecture-based instruction on academic performance, absenteeism, and student perception in an undergraduate engineering course.

October 9, 2018Computer Applications in Engineering Education

Flipped classroom—comparative case study in engineering higher education

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Authors

RCRicardo CastedoUniversity of Hawaiʻi at Mānoa LLLina M. LópezUniversidad Politécnica de Madrid MCMaría ChiquitoUniversidad Politécnica de Madrid

Discussion

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Implication

Comparative study reveals higher grades and increased attendance in engineering undergraduates taught via flipped classrooms, indicating active learning improves academic achievement and engagement.

Key Points

To assess the quantitative impact of a flipped-classroom model compared to traditional lecture-based instruction on academic performance, absenteeism, and student perception in an undergraduate engineering course.
Comparative cohort study evaluating second-year Energetic Engineering Bachelor students divided into a flipped-classroom group (N=80) and a traditional lecture group (N=72).
Flipped-classroom students reviewed background concepts before class to engage in active problem-solving during sessions, whereas the control group received standard didactic lectures followed by post-class assignments.
Flipped-classroom methodology increased final grades by approximately 1.5 points among highly engaged students and lowered overall grade standard deviation by about 1 point.
The flipped model increased classroom attendance by at least 10%, elevated exam attendance rates by roughly 20%, and led 12% of students to dedicate more study hours per week despite initial reluctance.

Cite This Study

Castedo et al. (2018) studied this question.

synapsesocial.com/papers/6a17e4a2aeefdf6d9c131d3e https://doi.org/10.1002/cae.22069

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October 9, 2018Computer Applications in Engineering Education

Flipped classroom—comparative case study in engineering higher education

View Full Paper

Ask AI

Bookmark

Authors

RCRicardo CastedoUniversity of Hawaiʻi at Mānoa LLLina M. LópezUniversidad Politécnica de Madrid MCMaría ChiquitoUniversidad Politécnica de Madrid

Discussion

Member takes

Implication

Comparative study reveals higher grades and increased attendance in engineering undergraduates taught via flipped classrooms, indicating active learning improves academic achievement and engagement.

Key Points

To assess the quantitative impact of a flipped-classroom model compared to traditional lecture-based instruction on academic performance, absenteeism, and student perception in an undergraduate engineering course.
Comparative cohort study evaluating second-year Energetic Engineering Bachelor students divided into a flipped-classroom group (N=80) and a traditional lecture group (N=72).
Flipped-classroom students reviewed background concepts before class to engage in active problem-solving during sessions, whereas the control group received standard didactic lectures followed by post-class assignments.
Flipped-classroom methodology increased final grades by approximately 1.5 points among highly engaged students and lowered overall grade standard deviation by about 1 point.
The flipped model increased classroom attendance by at least 10%, elevated exam attendance rates by roughly 20%, and led 12% of students to dedicate more study hours per week despite initial reluctance.

Cite This Study

Castedo et al. (2018) studied this question.

synapsesocial.com/papers/6a17e4a2aeefdf6d9c131d3e https://doi.org/10.1002/cae.22069

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