東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Meta-Analysis Examining the Effica...

Gricoski, Daphne M.

Linked to FindBook

Google Book

Amazon

博客來

A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics./
Author:	Gricoski, Daphne M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	96 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
Contained By:	Dissertations Abstracts International84-01B.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29261658
ISBN:	9798837528606

A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics.
Gricoski, Daphne M.

A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 96 p.

Source: Dissertations Abstracts International, Volume: 84-01, Section: B.

Thesis (Ph.D.)--Walden University, 2022.

Improving education, particularly for the sciences, is an important and necessary endeavor which can lead to positive social change. Education reform tends to involve updating and aligning curriculum standards without considering methodologies or teaching strategies involved. Identifying evidence-based practices to improve achievement in science, technology, engineering, and mathematics (STEM) will contribute to improving the education system. Flipped classroom instruction is a pedagogical approach that emphasizes student involvement and engagement in the learning process. There is evidence that active learning strategies improve achievement in STEM academic areas. The purpose of this study was to compare traditional lecture teaching methods to the flipped classroom approach in terms of measures of academic achievement using a meta-analysis. Data for this study measured achievement of flipped and traditional pedagogies in STEM areas. Results from this meta-analysis were not significantly in favor of a flipped approach. However, only one study favored traditional lectures over flipped approaches, while other studies showed a small to moderate effect size in favor of the flipped approach. Implications for positive social change include discussion of effective teaching strategies that promote academic achievement and retention in STEM areas.

ISBN: 9798837528606Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Flipped pedagogy

A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics.
LDR:02563nmm a2200421 4500 001 2400942
005 20241007100312.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798837528606
035 $a (MiAaPQ)AAI29261658
035 $a AAI29261658
035 $a 2400942
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gricoski, Daphne M. $3 3771004
245 1 2 $a A Meta-Analysis Examining the Efficacy of Flipped Instruction for STEM Academics.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 96 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
500 $a Advisor: Diebold, Charles.
502 $a Thesis (Ph.D.)--Walden University, 2022.
520 $a Improving education, particularly for the sciences, is an important and necessary endeavor which can lead to positive social change. Education reform tends to involve updating and aligning curriculum standards without considering methodologies or teaching strategies involved. Identifying evidence-based practices to improve achievement in science, technology, engineering, and mathematics (STEM) will contribute to improving the education system. Flipped classroom instruction is a pedagogical approach that emphasizes student involvement and engagement in the learning process. There is evidence that active learning strategies improve achievement in STEM academic areas. The purpose of this study was to compare traditional lecture teaching methods to the flipped classroom approach in terms of measures of academic achievement using a meta-analysis. Data for this study measured achievement of flipped and traditional pedagogies in STEM areas. Results from this meta-analysis were not significantly in favor of a flipped approach. However, only one study favored traditional lectures over flipped approaches, while other studies showed a small to moderate effect size in favor of the flipped approach. Implications for positive social change include discussion of effective teaching strategies that promote academic achievement and retention in STEM areas.
590 $a School code: 0543.
650 4 $a Psychology. $3 519075
650 4 $a Education. $3 516579
650 4 $a Mathematics education. $3 641129
650 4 $a Pedagogy. $3 2122828
650 4 $a Science education. $3 521340
650 4 $a Curriculum development. $3 684418
653 $a Flipped pedagogy
653 $a Meta-analysis
653 $a STEM academics
653 $a Flipped instruction
690 $a 0621
690 $a 0515
690 $a 0456
690 $a 0280
690 $a 0714
690 $a 0727
710 2 $a Walden University. $b Psychology. $3 1020184
773 0 $t Dissertations Abstracts International $g 84-01B.
790 $a 0543
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29261658