Flipped Learning and technological tools in Statistics for Biology
Abstract
New other alternative approaches than traditional pedagogical methods have been enhanced following the emergence of new, more active teaching-learning processes in higher education. This research focuses on Flipped Learning method, one of the most important of these new approaches, used in a Statistics course for Biology with 223 students enrolled.
The main objective was to determine whether FL improves students quantitative and/or qualitative learning outcomes as well as teaching performance. For quantitative analysis final grades obtained were statistically analyzed through hypothesis contrast for mean comparison using Student t test for independent samples; for qualitative analysis a validated Flipped Learning satisfaction questionnaire was used (Díaz-Garrido et al., 2017).
The results showed mean scores for the experimental group (consisting of 160 students who partipated in the experience) 2.30 points (out of 10) higher than those for the control group (with 63 students who were taugh traditional classes), and 1.38 higher than those for a similar group of the 2018/19 academic year. It may therefore be concluded that the use of Flipped Learning with technological tools support led to quantitative and qualitative benefits in students’ performance, as well as to wide improvements in class dynamics and students’ motivation and participation, in addition to positive effects on teaching activity and teacher-student’s relations.
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