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Beyond the Flipped Class: The Impact of Research-Based Teaching Methods in a Macroeconomics Principles Class

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  • Austin Boyle
  • William L. Goffe

Abstract

Cognitive scientists have identified fundamental principles influencing learning: deliberate practice, interleaving, retrieval practice, spacing, metacognition, desirable difficulties, limited working memory, curse of knowledge, schema generation, and constructivism. STEM education researchers have repeatedly shown improved learning when instruction employs these principles. Particularly, teaching methods like flipping and clickers work best when implemented using them. These "research-based teaching methods" are becoming the norm in STEM teaching. A macro principles course was redesigned using these principles. Five hundred and eight students in this course achieved 0.77 standard deviations more learning than principles students normally do on the macroeconomic Test of Understanding of College Economics (TUCE).

Suggested Citation

  • Austin Boyle & William L. Goffe, 2018. "Beyond the Flipped Class: The Impact of Research-Based Teaching Methods in a Macroeconomics Principles Class," AEA Papers and Proceedings, American Economic Association, vol. 108, pages 297-301, May.
    • Handle: RePEc:aea:apandp:v:108:y:2018:p:297-301
    Note: DOI: 10.1257/pandp.20181052
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    Cited by:

    1. Kuo, Sylvia, 2022. "The impact of distributed homework on student outcomes," International Review of Economics Education, Elsevier, vol. 41(C).
    2. Amanda Bayer & Gregory Bruich & Raj Chetty & Andrew Housiaux, 2020. "Expanding and diversifying the pool of undergraduates who study economics: Insights from a new introductory course at Harvard," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(3-4), pages 364-379, September.

    More about this item

    JEL classification:

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

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