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.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10192779 | PMC |
| http://dx.doi.org/10.1057/s41302-023-00252-3 | DOI Listing |
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