Use the following passage to answer questions: An experimenter wanted to see if a new form of teaching would help accelerate the cognitive development of eighth- and ninth-grade science students. He hypothesized that the new method, a 'flipped' classroom method where students worked on homework and group assignments in class and listened to lectures at home, would accelerate the students' cognitive development. To test this hypothesis, students were randomly assigned into two groups. One group was taught a concept in the traditional lecture method in class, while the other was given the... Show more Use the following passage to answer questions: An experimenter wanted to see if a new form of teaching would help accelerate the cognitive development of eighth- and ninth-grade science students. He hypothesized that the new method, a 'flipped' classroom method where students worked on homework and group assignments in class and listened to lectures at home, would accelerate the students' cognitive development. To test this hypothesis, students were randomly assigned into two groups. One group was taught a concept in the traditional lecture method in class, while the other was given the 'flipped' classroom method. After eight weeks, the experimenter compared scores of both groups using the same critical thinking assessment. The results suggested that although there was a great deal of variability within each group and cognitive development did improve in some students, overall there were no statistically significant differences between the traditional lecture and the 'flipped' classroom conditions. Show less
Use the following passage to answer questions:
An experimenter wanted to see if a new form of teaching would help accelerate the cognitive development of eighth- and ninth-grade science students. He hypothesized that the new method, a 'flipped' classroom method where students worked on homework and group assignments in class and listened to lectures at home, would accelerate the students' cognitive development. To test this hypothesis, students were randomly assigned into two groups. One group was taught a concept in the traditional lecture method in class, while the other was given the 'flipped' classroom method. After eight weeks, the experimenter compared scores of both groups using the same critical thinking assessment. The results suggested that although there was a great deal of variability within each group and cognitive development did improve in some students, overall there were no statistically significant differences between the traditional lecture and the 'flipped' classroom conditions.
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