Data for: Effectiveness of flip teaching on engineering students' performance in the physics lab

Published: 25-10-2019| Version 3 | DOI: 10.17632/68mt8gms4j.3
Jose Gomez-Tejedor,
Ana Vidaurre,
Isabel Tort-Ausina,
Jose Molina-Mateo,
Maria- Antonia Serrano,
José M. Meseguer-Dueñas,
Rosa Martínez Sala,
Susana Quiles,
Jaime Riera


Raw data for the Effectiveness of flip teaching on engineering students' performance in the physics lab. The progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: before the lab session the students are given documents and videos that explain the theoretical contents and the experimental procedure. When this material is studied in advance, the practice session can be devoted to the discussion, clarification and practical application of the acquired knowledge. This paper describes the effect of the FT methodology on the students’ academic performance when it was applied to the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were compared in four consecutive years. The characteristics of all four years were quite similar, except that the traditional teaching method (TM) was used in two, while FT was applied in the other two. The statistical analysis shows that the academic results of the students were better in both subjects under FT than those obtained using TM, and that the difference was statistically significant.


Steps to reproduce

Excel file with the Laboratory and final grade, in the academic years from 2013 to 2017, following Traditional and Flip-Teaching methodologies.