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My capstone project focused on identifying if there is a statistical difference from a traditional classroom method compared to a flipped classroom method. There is a large focus on flipped style teaching but there is scant literature that provides what type of flipped classroom method is most beneficial. My project focused on a voice over PowerPoint with simulation.
Method
This was a mixed method randomized pilot study comparing face-to-face PowerPoint lecture with simulation versus voice over PowerPoint lecture with simulation. This study consisted of two groups, implemented on different days. One group was a traditional lecture classroom and the other group was a flipped classroom model. Each group implemented the same simulation scenario and was given the same quiz (pre- and post-) class for comparative results.
Outcome
This study suggests that the use of simulation to increase test scores for a flipped learning method can be beneficial. The test outcomes were not favorable without the use of simulation in the flipped class. Test scores increased by 30% when simulation was added, which showed significance. Voice over PowerPoint cannot be used alone to receive adequate test results.
This study also suggest that there is no significance in lecture alone versus lecture and simulation combined. There was no significant difference in test results. A significant difference between the lecture one quiz and flipped one quiz indicates that a flipped classroom will not be as beneficial as a lecture alone; however there is no difference between lecture two quiz and flipped lecture two quiz. This indicates that in a flipped class with simulation used as an active learning method it can increase test scores to equal or surpass lecture alone.
My capstone project focused on identifying if there is a statistical difference from a traditional classroom method compared to a flipped classroom method. There is a large focus on flipped style teaching but there is scant literature that provides what type of flipped classroom method is most beneficial. My project focused on a voice over PowerPoint with simulation.
Method
This was a mixed method randomized pilot study comparing face-to-face PowerPoint lecture with simulation versus voice over PowerPoint lecture with simulation. This study consisted of two groups, implemented on different days. One group was a traditional lecture classroom and the other group was a flipped classroom model. Each group implemented the same simulation scenario and was given the same quiz (pre- and post-) class for comparative results.
Outcome
This study suggests that the use of simulation to increase test scores for a flipped learning method can be beneficial. The test outcomes were not favorable without the use of simulation in the flipped class. Test scores increased by 30% when simulation was added, which showed significance. Voice over PowerPoint cannot be used alone to receive adequate test results.
This study also suggest that there is no significance in lecture alone versus lecture and simulation combined. There was no significant difference in test results. A significant difference between the lecture one quiz and flipped one quiz indicates that a flipped classroom will not be as beneficial as a lecture alone; however there is no difference between lecture two quiz and flipped lecture two quiz. This indicates that in a flipped class with simulation used as an active learning method it can increase test scores to equal or surpass lecture alone.