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

Table 4 Summary of GEE analysis results regarding the regarding the pre- and post-intervention SDLRS scores

Parameter	Intercept		Group (E vs. C)		Time (Post vs. Pre)		Interaction between group by time
Variable	Intercept		Group (E vs. C)		Time (Post vs. Pre)		Interaction between group by time
Variable	B	P	B	P	B	P	B	P
Learning motivation	3.36	<.001	−0.10	.246	0.11	.004	0.09	.065
Active learning	3.71	<.001	−0.19	.010	0.01	.688	0.13	.003
Love learning	3.40	<.001	−0.14	.090	0.08	.042	0.10	.032
Independent learning	3.54	<.001	−0.07	.311	−0.09	.014	0.00	.915
Creative learning	3.44	<.001	−0.13	.184	0.06	.154	0.08	.127
Effective learning	2.80	<.001	0.12	.213	0.24	<.001	−0.05	.334
Overall	3.40	<.001	−0.09	.115	0.07	.009	0.07	.039

GEE Generalized estimating equation, SDLRS Self-Directed Learning Readiness Scale. E Experimental group, C Control group, B indicates the estimated parameter derived from GEE analysis

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