## Planning

Using our previous research question (i.e., If I teach one section in a traditional form and another using the flipped

classroom model, will the flipped classroom perform better on the final exam?), we decide to teach two sections of the same course in a different way. But how do we know if one is better than the other, since the students in each section were not randomly selected? We have to gather enough data that will allow us to make accurate comparisons. Also, by comparing as many apples-to-apples as we can, we are more likely to find an informative model for interpreting the data. For example, by choosing a MW 0930 section and a TR 0930 section to compare, we only have the day of the week confounding our results; whereas, if we choose a MW 0930 and a R 1730 course to compare, we have time, day, and generally a completely different student population in those courses.

In this stage, we also need to determine what type of research model we will use to determine if one section is better than the other. Based on the model above, a correlation model is appropriate and we would need to collect data to perform regression modeling or a Chi-squared model may answer our question the best.

While your pedagogical style is your own, there are some parameters that must be followed. Depending on what you plan to do in your classroom and the data you collect, you may need a waiver from IRSC's Institutional Review Board.

https://www.utexas.edu/academic/ctl/assessment/iar/research/plan/steps.php

http://wps.prenhall.com/chet_airasian_edresearch_8/38/9866/2525745.cw/

http://www.irsc.edu/institutionaleffectiveness/grants/grants.aspx?id=4294969111

http://www2.webster.edu/~woolflm/statmethods.html

classroom model, will the flipped classroom perform better on the final exam?), we decide to teach two sections of the same course in a different way. But how do we know if one is better than the other, since the students in each section were not randomly selected? We have to gather enough data that will allow us to make accurate comparisons. Also, by comparing as many apples-to-apples as we can, we are more likely to find an informative model for interpreting the data. For example, by choosing a MW 0930 section and a TR 0930 section to compare, we only have the day of the week confounding our results; whereas, if we choose a MW 0930 and a R 1730 course to compare, we have time, day, and generally a completely different student population in those courses.

In this stage, we also need to determine what type of research model we will use to determine if one section is better than the other. Based on the model above, a correlation model is appropriate and we would need to collect data to perform regression modeling or a Chi-squared model may answer our question the best.

While your pedagogical style is your own, there are some parameters that must be followed. Depending on what you plan to do in your classroom and the data you collect, you may need a waiver from IRSC's Institutional Review Board.

**Resources**

http://www.iiep.unesco.org/capacity-development/training/training-materials/quantitative-research.htmlhttps://www.utexas.edu/academic/ctl/assessment/iar/research/plan/steps.php

http://wps.prenhall.com/chet_airasian_edresearch_8/38/9866/2525745.cw/

http://www.irsc.edu/institutionaleffectiveness/grants/grants.aspx?id=4294969111

http://www2.webster.edu/~woolflm/statmethods.html