Flipped Versus Traditional Instruction and Achievement in a Baccalaureate Nursing Pharmacology Course


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Abstract

The researchers used a quantitative pretest-posttest nonequivalent control group quasi-experimental design to determine if there is a significant difference in content knowledge acquisition between traditional and flipped classroom methods. Analysis revealed that the flipped classroom approach was significantly different for three unit exams. The results did not show a significant difference in the means for the final exam. Knowledge gains on tests and students’ positive responses support the use of the flipped classroom method.

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