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“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

Newcastle Business School, Northumbria University, Newcastle upon Tyne NE1 8ST, UK
Educ. Sci. 2020, 10(11), 319; https://doi.org/10.3390/educsci10110319
Received: 7 October 2020 / Revised: 27 October 2020 / Accepted: 3 November 2020 / Published: 4 November 2020
The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures due to the additional time and effort involved, especially so in case of technical subjects such as economics. This study experiments with a flipped classroom design in a first-year undergraduate economics course. The research was motivated by the fact that many undergraduate economics students do not engage with traditional lectures. They fail to acquire critical thinking, data handling and reasoning skills, which are thought to be at the core of the economics curriculum. In this flipped classroom format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to active learning pedagogies including quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. In order to evaluate the effectiveness of the flipped classroom format, I compared the final exam scores of students in the flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, students in the flipped classroom format were 1.61 times less likely to fail in the module as compared to students in a traditional classroom format. This format also resulted in better student engagement, more flexibility and enhanced student–tutor interactions within the classroom. View Full-Text
Keywords: flipped classroom; engagement; flexibility; active learning pedagogies; micro-lecture; economics flipped classroom; engagement; flexibility; active learning pedagogies; micro-lecture; economics
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MDPI and ACS Style

Singh, N. “A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom. Educ. Sci. 2020, 10, 319. https://doi.org/10.3390/educsci10110319

AMA Style

Singh N. “A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom. Education Sciences. 2020; 10(11):319. https://doi.org/10.3390/educsci10110319

Chicago/Turabian Style

Singh, Nadia. 2020. "“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom" Educ. Sci. 10, no. 11: 319. https://doi.org/10.3390/educsci10110319

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Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

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