Please help me respond to this post

Please help me respond to this post with citation. Mod 5aCheryl Turner posted Feb 14, 2023, 9:15 PM, Harrington et al. (2015) set out to compare two groups of students who were randomized into two different types of classroom settings. They used student grades to determine if there was a difference in the effectiveness of the two types of teaching methods. The hypothesis was not clearly stated, however it can be assumed that they believed the result would be better grades for the students in the flipped classroom based on their statement that “active learning is associated with improved academic performance, increased learning and achievement, and greater engagement, improved critical thinking skills, and better attitudes toward learning” (Harrington et al., 2015, p. 179). Harrington et al. (2015) used t-test as part of their statistical analysis for comparing the grades of the two groups. Byrne (2007) described using t-test analysis as comparing the mean scores of variables with the dependent variable being ratio data and the independent variable being nominal or ordinal in nature. The independent variable for Harrington et al. (2015) is the different classroom setting which is a nominal variable. However, the dependent variable in this study is an ordinal variable; because of this a t-test is not the best analysis to use in this study. A cross tabulation and Chi-square analysis would be more appropriate for a study using ordinal data for a dependent variable with a nominal independent variable (Byrne, 2007). Harrington et al. (2015) evaluated the difference in the group when answering specific types of questions on the exams with a multivariate analysis. This analysis could have been left as a simple bivariate analysis as there was not an addition of a co-variable (Byrne, 2007). Harrington et al. (2015) further evaluated the difference between the two groups while factoring in the pre-requisite course grade; this analysis is not discussed in great detail. A multivariate analysis could be considered appropriate to accommodate for this additional independent variable (Byrne, 2007). Parametric tests were not discussed at length by Harrington et al, (2015) but mean scores were mentioned briefly and were used in the statistical analysis. They remark that when evaluating the student grades that there were no outliers but do not give information about standard deviation of the students’ grades (Harrington et al., 2015). They could have included more information about the spread and range of the grades to see if there was any significant difference between the two groups but their data was limited to the mean scores which may not have given the full picture (Byrne, 2007). Harrington et al. (2015) found no statistical difference between the two groups exposed to the different classroom teaching methods. This does not support their previous statement that the flipped classroom can have better outcomes. A better hypothesis for this study would have been a null hypothesis that there would be no difference between the two groups. More in depth analysis of the students’ grades using parametric tests could have been done to potentially elicit different success rates in the teaching methods. Better explanations about the data and how it was analyzed is also warranted to justify their use of the statistical tests they chose. References Byrne, G. (2007). A statistical planner: Understanding descriptive and inferential statistics. Evidence-Based Library and Information Practice, 2(1), 32-47. Harrington, S. A., Vanden Bosch, M., Schoofs, N., Beel-Bates, C., & Anderson, K. (2015). Quantitative outcomes for nursing students in a flipped classroom. Nursing Education Perspectives (National League for Nursing), 36(3), 179-181. https://doi.org/10.5480/13-1255 SCIENCE

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