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“Retaking a course in Economics: Innovative methodologies to simulate academic performance in large groups”

Author

Listed:
  • Gemma Abió

    (AQR Research Group-IREA. University of Barcelona)

  • Manuela Alcáñiz

    (AQR Research Group-IREA. University of Barcelona)

  • Marta Gómez-Puig

    (AQR Research Group-IREA. University of Barcelona)

  • Gloria Rubert

    (AQR Research Group-IREA. University of Barcelona)

  • Mónica Serrano

    (AQR Research Group-IREA. University of Barcelona)

  • Alexandrina Stoyanova

    (AQR Research Group-IREA. University of Barcelona)

  • Montserrat Vilalta-Bufí

    (AQR Research Group-IREA. University of Barcelona)

Abstract

Students who have to retake courses at university are often not only low-achieving, but also unmotivated and lacking self-confidence. These problems may be accentuated in large groups of repeater students. In this context, the implementation of new teaching approaches to cater for their needs is a priority. This paper reports the experience of a teaching strategy based on the implementation of flipped classroom, team-based learning, and frequent testing methodologies in large groups of students retaking a subject. The study was carried out during the academic years 2013/14 and 2014/15 at the Faculty of Economy and Business, University of Barcelona (Spain). The results reflect a significant increase in the motivation and academic performance of these students, and validate the application of this strategy in large groups.

Suggested Citation

  • Gemma Abió & Manuela Alcáñiz & Marta Gómez-Puig & Gloria Rubert & Mónica Serrano & Alexandrina Stoyanova & Montserrat Vilalta-Bufí, 2016. "“Retaking a course in Economics: Innovative methodologies to simulate academic performance in large groups”," IREA Working Papers 201609, University of Barcelona, Research Institute of Applied Economics, revised Apr 2016.
    • Handle: RePEc:ira:wpaper:201609
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    File URL: http://www.ub.edu/irea/working_papers/2016/201609.pdf
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    References listed on IDEAS

    as
    1. Steven Yamarik, 2007. "Does Cooperative Learning Improve Student Learning Outcomes?," The Journal of Economic Education, Taylor & Francis Journals, vol. 38(3), pages 259-277, July.
    2. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    3. Lex Borghans & Bas Ter Weel & Bruce A. Weinberg, 2014. "People Skills and the Labor-Market Outcomes of Underrepresented Groups," ILR Review, Cornell University, ILR School, vol. 67(2), pages 287-334, April.
    4. James J. Heckman & Jora Stixrud & Sergio Urzua, 2006. "The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior," Journal of Labor Economics, University of Chicago Press, vol. 24(3), pages 411-482, July.
    5. Roach, Travis, 2014. "Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics," International Review of Economics Education, Elsevier, vol. 17(C), pages 74-84.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Teaching innovation; flipped classroom; team based learning; frequent testing; large groups; retake subjects; economics. JEL classification: A20; A22;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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