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Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education

Mathias, Jinhua; Walczak, Izabela; Leech, Stephen

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Stephen Leech s.j.leech@durham.ac.uk
PGR Student Doctor of Philosophy



Abstract

This paper presents data from a study comparing student experience and attainment when teaching statistics using Traditional Teaching (TT) and Flipped Learning (FL) approaches on a Foundation level module at a UK university. A survey of students’ experience and perception of FL was conducted at the end of the year. The results showed that the students liked the flexibility of FL and believed that studying asynchronously encouraged them to improve their independent learning skill and motivated them to search for more information for the subject, a finding broadly supported by other studies (Price and Walker, 2021). However, what was surprising, is that students believed they learned ‘better’ with TT than with FL, a perception supported by student overall attainment data. The study concludes that careful considerations must be made to make FL effective. These include the student demographic and their mathematics competency, the module contents and difficulty level. Otherwise, the use of FL may reduce students’ engagement and academic performance in Maths at Foundation level.

Citation

Mathias, J., Walczak, I., & Leech, S. (2023). Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education. MSOR Connections, 21(2), 4-14. https://doi.org/10.21100/msor.v21i2.1390

Journal Article Type Article
Acceptance Date Jan 22, 2023
Publication Date 2023
Deposit Date Feb 28, 2023
Publicly Available Date May 15, 2023
Journal MSOR Connections
Print ISSN 1473-4869
Publisher sigma network
Peer Reviewed Peer Reviewed
Volume 21
Issue 2
Pages 4-14
DOI https://doi.org/10.21100/msor.v21i2.1390
Public URL https://durham-repository.worktribe.com/output/1180646

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