The use of Flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university. v1 (protocols.io.xvcfn2w) [dataset]

B rbara, Barbara Masluk, Santiago Gasc, Ricardo Fueyo, Alejandra Aguilar, Isabel Artola, Rosa Magall
2019 protocols.io  
1 1 1 1 2 3 4 1 2 3 4 An educational study, with two parallel groups was developed. The randomization was carried out by class groups. Group 1 was assigned an active teaching methodology of Flip Teaching and it was implemented during theoretical teaching hours. The other group of students, Group 2, was assigned a traditional lecturer-based learning (LB) methodology. The participants were all the students of the morning shift who studied the subject Social Work with Groups of the Social Work
more » ... ee during the academic year 2017-2018. The sample was composed of 110 subjects, with 60 subjects who developed an active teaching methodology and 50 subjects who received a LB. -Theoretical exam on the subject consisted of 35 multiple-choice questions with three response options. -A self-made questionnaire consisting of seven questions to measure student satisfaction with the subject and the methodology used, which are answered on a Likert scale from 0 to 4, with 0 being not at all and 4 being to a great extent. An open section was also considered so that students could express their opinion freely and the number of approximate study hours spent in preparation for the exam was also measured. -A small test with between five and ten questions, depending on the size and difficulty of each topic, with four answer options, to assess the learning accomplished on the subject (the short-term learning of each subject taught). This learning variable at the end of each topic was assessed on a scale between 0 and 10, with a greater number of correct answers giving a higher score. The computer application Kahoot was used to evaluate this variable. -A test of ten test questions was developed, with three response options to measure the long-term learning. -The perceived difficulty variable in understanding the topic was also measured on a scale of 0 to 10. -The following variables were also collected: gender, age, university entrance mark, number of ECTS credits registered throughout the degree and number of credits passed. 1 The participants were all the students of Group 1 and 2 of the morning shift who studied the subject Social Work with Groups of the Social Work Degree and who attended continuously both the theoretical and practical classes during the academic year 2017-2018. The sample was composed of 110 subjects, with 60 subjects who developed an active teaching methodology and 50 subjects who received a master class methodology. Randomization by cluster was carried out by means of a randomization computer program by an independent investigator in the study. 2 Group 1 was assigned an active teaching methodology of Flip Teaching and it was implemented during theoretical teaching hours. The other group of students, Group 2, was assigned a traditional methodology, a master class. Participants Groups 1 This is an open access protocol distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
doi:10.17504/protocols.io.xvcfn2w fatcat:awvzsyd5vffylikdv7yak73rh4