With review in both formats, the flipped class did not have higher grades
Among 42 physical therapy students randomly assigned to one section or the other, average scores were similar. Students in the flipped class felt more confident.
The key idea
Among 42 students, grades did not differ between formats; reviewed questions were answered better, and the flipped group reported greater confidence.
The study, in plain language
In a traditional class, instruction takes place in the classroom. In the flipped format for this course, students watched videos beforehand and used class time to answer questions and review. Forty-two physical therapy students were randomly assigned to one of the two sections, and both had short quizzes and opportunities to review material.
Average final scores were similar across formats. Within the exams, however, questions about reviewed topics were answered better than other questions. Students in the flipped class also reported greater satisfaction and confidence. There is a limitation: format, not review, was randomized, and the study involved one course and one instructor, without concealing which format students received.
What they found
- With review in both formats, average exam scores were similar.
- Questions about reviewed topics were answered better than other questions, although review was not randomized.
- The flipped group reported greater satisfaction and confidence, although grades were not higher.
Something to think about
When choosing how to study, how often do you give yourself a chance to explain what you learned again? In this 42-student course, the format did not appear to move grades, but it did affect how each group felt.
How they studied it
In a university neurobiology course for physical therapy students, 42 students were randomly assigned to a traditional or flipped class; both had short quizzes and review. Researchers compared exam results by format and by whether a question had been reviewed, then looked at cohorts from other years with 42 and 46 students. Which topics were reviewed was not randomized, and all sections had one instructor. The cohorts from other years were compared retrospectively.
What the study cannot show
- The trial involved one course and one instructor. Students knew which format they received when reporting satisfaction and confidence.
- Review of course material was not randomly assigned. Comparisons with cohorts from other years may also reflect differences unrelated to format or review.
The original study
Dependence of learning outcomes in flipped and lecture classrooms on review questions: A randomized controlled trial and observational study
Source under CC BY 4.0. English adaptation and explanation by PaperFlow, with AI assistance. The text has been reorganized for a general audience; it is not the complete paper and does not imply endorsement by its authors.
One study alone does not represent a field's consensus. Educational content does not replace professional advice. Report a possible error.
