Flipping the ECON Class: Reconsidered
This paper examines the effectiveness of flipping the classroom by comparing exam performance in several microeconomics courses taught by the same instructor over the course of one academic year. Overall, we found mixed evidence regarding the effectiveness of exposing students to a flipped classroom environment. While flipping the class may improve exam scores after controlling for numerous independent variables, these results are not robust across specifications, and deeper analysis showed that certain groups of students were actually hurt by the classroom format change. Somewhat contrary to other research, our findings suggest that flipping the classroom puts more responsibility on students and some student subgroups do not handle this change effectively, though course design and other variables can also be relevant factors.
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