Bell, M.R. (2015). An Investigation of the Impact of a Flipped Classroom Instructional Approach on High School Students’ Content Knowledge and Attitudes towards the Learning Environment. BYU Scholars Archive, Provo: Brigham Young University.

has been cited by the following article:

• TITLE: Exploring the Efficacy & Suitability of Flipped Classroom Instruction at School Level in India: A Pilot Study

  AUTHORS: Atasi Mohanty, Dipti Parida

  KEYWORDS: Flipped Instruction, Traditional Instruction, Learning Outcomes, History, Science

  JOURNAL NAME: Creative Education, Vol.7 No.5, April 29, 2016

  ABSTRACT: The objective of this study was to compare the impact of flipped mode and traditional mode of instruction, on the learning outcomes of Grade VIII school children in History and Science; 90 primary school children from Odisha (India) were randomly assigned to either of control (traditional instruction) or experimental (flipped instruction) group. Pre-test scores of both the groups were compared through “t” test; the obtained “t” values of -0.019 and 1.931 were found to be insignificant (p > 0.05) which revealed no significant difference between these groups at the beginning. Thus, both the groups were assumed to have equal variance and after 01 month their post-test scores in History and Science were again compared to examine the impact of different instructional intervention/s. The obtained “t” values of both the groups’ post-test scores comparisons were -5.592, -3.260, found to be significant at p