Flipping the classroom and student learning outcomes: Evidence from an international economics course

Steven Yamarik

International Review of Economics Education, 2019, vol. 31, issue C, -

Abstract: This study applies a flipped classroom format to an international economics course. A fully-flipped format where class-time is devoted to group exercises, experiments and other active learning activities is developed and course material is delivered outside of class. In my quasi-experiment, two sections of the course were taught using this flipped format (treatment) and another two were taught using a traditional lecture (control) with measures of student interest, achievement and attendance collected. Students in the flipped sections were more interested, prepared and participated more in class. In contrast, the evidence shows that those same students attended class less often and may have achieved higher grades. Taken together, the results suggest that the flipped format may increase learning productivity and result in lower attendance for similar grades.

Keywords: Economic instruction; Flipped classroom; Classroom experiments; Academic achievement; Student interest (search for similar items in EconPapers)
Date: 2019
References: Add references at CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S1477388018300884
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:31:y:2019:i:c:3

DOI: 10.1016/j.iree.2019.100163

Access Statistics for this article

International Review of Economics Education is currently edited by Guest, Ross

More articles in International Review of Economics Education from Elsevier
Bibliographic data for series maintained by Catherine Liu ().