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A Flipped Classroom Experiment in Growth Theory

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  • Peter Mikek

    (Wabash College)

Abstract

This study utilizes a classroom experiment to determine the effectiveness of the flipped classroom in a growth theory module of intermediate macroeconomics. We compare the performance of small section flipped groups to control groups at a liberal arts college. The treatment groups watched growth lecture videos before class, while the control groups followed a traditional lecture format. The results provide no evidence of superior performance by the treatment sections. They show that the main determinant of a student’s performance is high school quality. The careful preparation to minimize differences across students from different socio-economic backgrounds is essential.

Suggested Citation

  • Peter Mikek, 2023. "A Flipped Classroom Experiment in Growth Theory," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 433-456, June.
    • Handle: RePEc:pal:easeco:v:49:y:2023:i:3:d:10.1057_s41302-023-00252-3
    DOI: 10.1057/s41302-023-00252-3
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    More about this item

    Keywords

    Flipped classroom; Active learning; Teaching and learning economics; Class experiment; Growth theory;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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