Data set on the effectiveness of flip teaching on engineering students' performance in the physics lab compared to Traditional Methodology

José A Gómez-Tejedor; Ana Vidaurre; Isabel Tort-Ausina; José Molina Mateo; María-Antonia Serrano; José M Meseguer-Dueñas; Rosa M Martínez Sala; Susana Quiles; Jaime Riera

doi:10.1016/j.dib.2019.104915

Data set on the effectiveness of flip teaching on engineering students' performance in the physics lab compared to Traditional Methodology

Data Brief. 2019 Nov 30:28:104915. doi: 10.1016/j.dib.2019.104915. eCollection 2020 Feb.

Authors

José A Gómez-Tejedor¹, Ana Vidaurre¹, Isabel Tort-Ausina², José Molina Mateo¹, María-Antonia Serrano¹, José M Meseguer-Dueñas¹, Rosa M Martínez Sala², Susana Quiles¹, Jaime Riera¹

Affiliations

¹ Departamento de Física Aplicada, ETS de Ingeniería del Diseño, Universitat Politècnica de València, Camino de Vera, s/n, 46022, Valencia, Spain.
² Departamento de Física Aplicada, ETS de Ingeniería de Edificación, Universitat Politècnica de València, Camino de Vera, s/n, 46022, Valencia, Spain.

Abstract

This paper shows the data of the Flip Teaching and Traditional Methodology on the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were shown in four consecutive years. The characteristics of all four years were quite similar, except that the Traditional teaching Methodology (TM) was used in two, while Flip Teaching methodology (FT) was applied in the other two. For further discussion, please refer to the scientific article entitled "Effectiveness of flip teaching on engineering students' performance in the physics lab" [1]. Additional segmentation data in three levels are presented in this data in brief paper.

Keywords: Adult learning; Distributed learning environments; Improving classroom teaching; Multimedia/hypermedia systems; Teaching/learning strategies.