Researchers at Yale University and the University of Massachusetts at Amherst analyzed five years of data gathered from an upper-level biochemistry course first taught in a traditional setting, then flipped.

Students in the flipped sections of the course scored 12 percent higher on exams than students in sections that used lectures, and the flipped sections also showed less of a gap between the exam scores earned by male and female students.

Students with the lowest overall grade point averages appeared to benefit the most from flipping the classroom.

Click HERE to read the full study that was published by the American Society for Cell Biology in their December issue of “CBE – Life Sciences Education.”

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