Exploring the Impact of Teacher Role Changes in the Flipped Classroom Model on the Critical Thinking Abilities of University Students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigates the impact of teacher role changes within the flipped classroom model on the critical thinking abilities of Canadian university students. Employing a mixed-methods research design, the study combines quantitative data from pre- and post-tests using the California Critical Thinking Skills Test (CCTST) with qualitative insights from student and teacher interviews. The quantitative analysis revealed statistically significant improvements in students’ critical thinking abilities in flipped classroom settings, particularly in analysis, inference, and evaluation skills, indicating a medium to large effect size (η² = 0.111). Qualitative findings underscore the importance of increased student engagement, enhanced learning environments, the value of collaborative learning, and the pivotal role of teacher support and feedback in facilitating critical thinking development. Integrating these findings, the study offers a multifaceted view of how strategic pedagogical shifts—specifically, adopting more facilitative and supportive roles by teachers—can significantly enhance critical thinking in higher education. This research contributes to the literature on educational strategies, advocating for the broader adoption of flipped classroom models as a means to foster active, student-centered learning and critical thinking skills.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it