Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study

Table 3 Summary of GEE analysis results regarding the pre- and post-intervention MINS scores

Parameter	Intercept		Group (E vs. C)		Time (Post vs. Pre)		Interaction between group by time
Variable	B	P	B	P	B	P	B	P
Self-monitoring	2.96	<.001	0.27	.010	0.24	<.001	− 0.08	.159
Self-modification	3.54	<.001	−0.11	.225	0.10	.015	0.12	.033
Self-awareness	2.57	<.001	0.37	<.001	0.36	<.001	−0.18	<.001
Effective learning	3.26	<.001	0.05	.584	0.22	<.001	−0.04	.507
Problem solving	3.13	<.001	0.10	.265	0.17	<.001	−0.01	.909
Overall	3.09	<.001	0.14	.058	0.22	<.001	−0.04	.399

GEE Generalized estimating equation, MINS Metacognitive Inventory for Nursing Students, E Experimental group, C Control group, B indicates the estimated parameter derived from GEE analysis

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