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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 4. — Student GPA correlates with (A) accuracy of completion of online homework 2 wk before an exam, (B) the number of attempts at online homework 2 wk before an exam, and (C) exam score differences between the flipped- and standard-course modes. (D) Female students received significantly lower average exam scores compared with male students in the standard-course format across all three exams, but in the flipped-format course, female and male student scores were not significantly different on exams 1 and 3.