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Improving the accessibility of foundation statistics for undergraduate business and management students using a flipped classroom
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Price, Charlotte L. and Walker, Maria (2021) Improving the accessibility of foundation statistics for undergraduate business and management students using a flipped classroom. Studies in Higher Education, 46 (2). pp. 245-257. doi:10.1080/03075079.2019.1628204 ISSN 0307-5079.
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Official URL: https://doi.org/10.1080/03075079.2019.1628204
Abstract
A quantitative study was undertaken to investigate the accessibility of an undergraduate foundation statistics module for business and management students over four consecutive years, before and after the adoption of a flipped classroom teaching approach for a large cohort (∼ 500 students per year). Students’ module feedback questionnaires, exam scores, basic student demographics and online engagement and attendance data were analysed. Those taught using the flipped classroom approach found the module significantly more interesting and the proportion of students who perceived the module to be difficult was roughly half that under the traditional teaching approach. However, there was no evidence of a difference in exam performance, class attendance or online engagement under the two teaching approaches. Perceptions of the flipped classroom differed according to gender, nationality and reported prior maths training, but the flipped classroom appears to enhance the student experience by making a traditionally difficult subject feel more accessible.
Item Type: | Journal Article | ||||||||
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Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education |
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Divisions: | Faculty of Social Sciences > Warwick Business School | ||||||||
Library of Congress Subject Headings (LCSH): | Statistics -- Study and teaching (Higher), Flipped classrooms, Blended learning, Active learning | ||||||||
Journal or Publication Title: | Studies in Higher Education | ||||||||
Publisher: | Routledge | ||||||||
ISSN: | 0307-5079 | ||||||||
Official Date: | February 2021 | ||||||||
Dates: |
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Volume: | 46 | ||||||||
Number: | 2 | ||||||||
Page Range: | pp. 245-257 | ||||||||
DOI: | 10.1080/03075079.2019.1628204 | ||||||||
Status: | Peer Reviewed | ||||||||
Publication Status: | Published | ||||||||
Reuse Statement (publisher, data, author rights): | This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 13/06/2021, available online: http://www.tandfonline.com/10.1080/03075079.2019.1628204 | ||||||||
Access rights to Published version: | Restricted or Subscription Access | ||||||||
Copyright Holders: | Society for Research into Higher Education | ||||||||
Date of first compliant deposit: | 11 October 2022 | ||||||||
Date of first compliant Open Access: | 11 October 2022 |
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