Date of Award
Doctor of Philosophy (PhD)
Teaching & Learning
The purpose of this study was to examine if flipped learning has an effect on students critical thinking disposition, how students’ perceptions of flipped learning changed during the semester, and if students in the flipped classroom performed better academically. Participants for this longitudinal, quasi-experimental classroom study included 81 participants, the majority freshman and sophomores at a large Midwestern university, whom registered for an aviation Human Factors course. Two measures in this study examined critical thinking disposition and students’ perceptions longitudinally (pretest and posttest) during the 16 week semester. Paired samples t-tests, independent samples t-tests, and a MANCOVA were used to analyze the data.
A number of findings were found to be nonsignificant; however, the results revealed that the flipped learning significantly increases a student’s openmindedness on the California Critical Thinking Disposition Inventory (CCTDI), students in the lecture section had higher overall course satisfaction on the Course Evaluation Survey (CES), and both the lecture and flipped groups rated teaching goals significantly higher on the CES posttest. These findings suggest that students benefited from the increase in peer interactions in the flipped group (increased openmindedness) over the semester, and that faculty have a significant impact on course satisfaction.
Dusenbury, Mark J., "The Effects Of Flipped Learning On Critical Thinking Disposition Among Undergraduate College Students" (2016). Theses and Dissertations. 2011.