Date
4-2016
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Jennifer L. Courduff
Keywords
Academic Performance, Active Learning, Flipped Classroom, Sense of Community social constructivism
Disciplines
Nursing | Nursing Administration | Other Nursing
Recommended Citation
Faretta, Rhonda, "A Causal-Comparative Inquiry into the Significance of Implementing A Flipped Classroom Strategy in Nursing Education" (2016). Doctoral Dissertations and Projects. 1169.
https://digitalcommons.liberty.edu/doctoral/1169
Abstract
The purpose of this causal-comparative design study was to examine the application of the theory of Vygotsky’s social constructivism (1978) and McMillan and Chavis’s (1986) definition of sense of classroom community in the context of a flipped classroom. The researcher aimed to determine if a pathophysiology course taught with the flipped classroom method would result in a statistically-significant difference in nursing students’ academic performance and sense of classroom community when compared to a pathophysiology course taught with the lecture classroom method. Two questions were addressed during this study: (a) Is there a statistically-significant difference in nursing students’ academic performance (as measured by final exam scores) when participating in lecture teaching strategy compared to flipped classroom teaching strategy in a pathophysiology course? (b) Is there a statistically-significant difference in nursing students’ sense of community (as measured by the Classroom Community Scale®) when participating in lecture teaching strategy compared to flipped classroom teaching strategy in a pathophysiology course? After collecting and comparing final exam scores, demographics, and the Classroom Community Scale® from each group, the researcher analyzed the data utilizing t Tests and Mann-Whitney U Tests. The study determined that no statistically-significant differences existed in either lecture or flipped classroom groups in academic performance or sense of community. Further true experimental research is needed to determine if nursing students who are taught using the flipped classroom method experience better outcomes in academic performance and sense of community when compared to nursing students in lecture classrooms.
