The Impact of Flipped Learning on Student Academic Performance and Perceptions

Mark Dusenbury, Myrna Olson


The purpose of this study was to explore if flipped learning has an impact on aviation students perceptions and academic performance in a human factors course.  A total of 81 students from a large Midwestern university participated.  The Course Evaluation Survey (CES) was used to measure student perceptions, while course exams were used to measure academic performance. 

                To analyze the data, the researchers use paired sample t-tests, independent sample t-tests, and a MANCOVA.  Findings show students in the flipped classroom did not perform better than the lecture classroom.  In addition, students in the lecture group had significantly higher overall course satisfaction.  These findings suggest students are familiar with lecture and changing the pedagogical approach is more nuanced, requiring students more time to adjust.

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