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. 2015 Dec 1;14(4):ar36. doi: 10.1187/cbe.15-02-0040

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© 2015 D. Gross et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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Figure 3. — Students in the flipped class answered the online homework problems more accurately in the 2 wk before the exam than students in the standard class. This accuracy in part explains why students in the flipped class had higher exam scores than students in the standard class. Specifically, accuracy partially mediated the relationship between class type and exam scores. β = standardized coefficients. β indicates how many SDs the dependent variables (i.e., accuracy, exam score) change per SD increase of the predictor variables (*, p < 0.05). β in parentheses indicates the effect of class type, controlling for accuracy of OWL problems.