The Impact of Flipped Learning and Think-Pair-Share on aviation student academic performance

Abstract

Previous studies have shown that the flipped classroom technique and active learning strategies that employ collaboration can provide great benefits to students ranging from increased achievement, higher participation, and improved academic perceptions. The purpose of this study was to explore if flipped learning and Think-Pair-Share (TPS) had an impact on the aviation students’ academic performance in a Private Pilot Theory course. Student participants of the flipped learning instruction, including TPS, achieved statistically significant higher final exam scores (M = 81.52, SD = 8.869, SE = 1.77) than those who only underwent flipping (M = 68.57, SD = 13.40, SE = 3.58), t(37) = -3.63, p < .001. These findings were accompanied by positive student testimonials on the overall experience with the course and the active learning strategy used.