Location
Dolan School of Business
Start Date
29-5-2014 3:45 PM
End Date
29-5-2014 4:45 PM
Session Type
Interactive Session
Description
Approximately 600 undergraduates completed an introductory statistics course in 2013 in one of two learning environments at Suffolk University, a mid-sized “balanced arts and sciences” university in Boston. The comparison group completed the course in a traditional classroom-based environment, whereas the treatment group completed the course in a flipped-hybrid environment, viewing lecture material online prior to once-a-week face-to-face meetings. After controlling for observable differences, students in the hybrid environment performed better on the common final exam; however, there were no significant differences in the final grades or student satisfaction between the two environments.
Topic Designation
Assessment, Teaching & Learning
Presenter Bio(s)
Jonathan Haughton
Professor of Economics
Suffolk University
Alison Kelly
Professor of Economics
Suffolk University
Student Performance in an Introductory Statistics Course: Does Delivery Mode Matter?
Dolan School of Business
Approximately 600 undergraduates completed an introductory statistics course in 2013 in one of two learning environments at Suffolk University, a mid-sized “balanced arts and sciences” university in Boston. The comparison group completed the course in a traditional classroom-based environment, whereas the treatment group completed the course in a flipped-hybrid environment, viewing lecture material online prior to once-a-week face-to-face meetings. After controlling for observable differences, students in the hybrid environment performed better on the common final exam; however, there were no significant differences in the final grades or student satisfaction between the two environments.