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. Although it is undoubtedly a group of concern, to the best of our knowledge, there are no studies in the literature that look at strategies to target these students. Therefore, the question studied in this paper is unique in that we focus for the first time on low-performing students retaking a course. We report the experience of a complex 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 of low-performing students.

Keywords:

Teaching innovation, flipped classroom, team based learning, frequent testing, large groups, retake subjects, economics.