Improving the accessibility of foundation statistics for undergraduate business and management students using a flipped classroom

Charlotte Price, Maria Walker

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)245-257
Number of pages13
JournalStudies in Higher Education
Volume46
Issue number2
Early online date13 Jun 2019
DOIs
Publication statusPublished - 2021
Externally publishedYes

Keywords

  • Flipped classroom
  • Blended Learning
  • Statistics
  • Analytics
  • Active Learning
  • analytics
  • active learning
  • blended learning
  • statistics

ASJC Scopus subject areas

  • Education

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