Primary education

Physics

Random assignment

Mathematics

Term (time)

Statistical hypothesis testing

Statistics

Mathematics education

Randomized experiment

Econometrics

Psychology

Economics

Microeconomics

Flipped classroom

Computer science

Economics education

Spillover effect

Quantum mechanics

Statistical analysis

The Journal of Economic Education

Despite recent interest in flipped classrooms, rigorous research evaluating their effectiveness is sparse. In this study, the authors implement a randomized controlled trial to evaluate the effect of a flipped classroom technique relative to a traditional lecture in an introductory undergraduate econometrics course. Random assignment enables the analysis to eliminate other potential explanations of performance differences between the flipped and traditional classrooms, while assignment of experimental condition by section and lesson enables improved statistical precision. The authors find that the flipped classroom increases scores on medium-term, high-stakes assessments by 0.16 standard deviation, with similar long-term effects for high-performing students. Estimated impacts are robust to alternative specifications accounting for possible spillover effects arising from the experimental design.

Evaluating the flipped classroom: A randomized controlled trial