Application of Grouped Flipped Classroom to Two-Year Actual Class and Its Statistical Evaluation

Abstract

In a flipped classroom, the roles of a classroom and homework are reversed. We propose a method for increasing the effectiveness of the flipped classroom lessons based on the self-study log information. Specifically, when students study by e-learning at home, we collect and analyze their learning logs and then classify students into groups based on their study time and the degree of understanding of the material. We call our proposed method a grouped flipped classroom. We applied it to actual lessons during 16 weeks in the autumn semesters of 2017 and 2018 at the Shonan Institute of Technology. The results revealed that students’ performance improved after the grouped flipped classroom lessons, especially in the group of students who had low understanding during self-study: there was a statistically significant difference between their average scores in the tests after the self-study and after the face-to-face lessons. In addition, the average scores in the tests after the face-to-face lessons were higher for students in the grouped flipped classroom than for students in conventional style classes (lecture style class and mixed ability class).