A Quantitative Evaluation of the Flipped Classroom in a Large Lecture Principles of Economics Course

Balaban, Rita A.; Gilleskie, Donna B.; & Tran, Uyen. (2016). A Quantitative Evaluation of the Flipped Classroom in a Large Lecture Principles of Economics Course. Journal of Economic Education, 47(4), 269-87.

Balaban, Rita A.; Gilleskie, Donna B.; & Tran, Uyen. (2016). A Quantitative Evaluation of the Flipped Classroom in a Large Lecture Principles of Economics Course. Journal of Economic Education, 47(4), 269-87.

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This research provides evidence that the flipped classroom instructional format increases student final exam performance, relative to the traditional instructional format, in a large lecture principles of economics course. The authors find that the flipped classroom directly improves performance by 0.2 to 0.7 standardized deviations, depending on the type of learning objective (i.e., knowledge, comprehension, application, or analysis). They also show that the flipped classroom improves effort during the semester, measured by in-class polling participation, and find some evidence of a heterogeneous, yet positive, effect of the flipped classroom by observable student characteristics and by level of performance.




JOUR



Balaban, Rita A.
Gilleskie, Donna B.
Tran, Uyen



2016


Journal of Economic Education

47

4

269-87










9773

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