Content delivery models influence class preparation, study habits, and preferences

Objective: To examine the change in reported levels of class preparation, preferences, study habits and to assess correlation between these and changes in examination scores as students progressed through a course series with different content delivery methods.
Methods: The authors surveyed students regarding pre-class preparation, participation in in-class activities, preferences for class activities, and study habits. Spearman’s coefficient was used to assess a correlation between survey variablesand examinations scores.
Results: Ninety-two students completed all surveys (response rate: 80.7%). The proportion of students reporting preclasspreparation and in-class participation was significantly higher in courses employing a flipped classroom model.About 90% indicated that the content delivery in the flipped model had a positive influence on their study habits. The level of class preparation and participation was not significantly correlated with a change in examination scores.
Conclusions: Content delivery models may be associated with reported level of preparation, study habits, andpreferences.