Abstract:

In recent years the flipped classroom has been gaining popularity and the number of lecturers who have partially or totally included this strategy in their courses has increased considerably. Nonetheless, despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence [1]. This study surveyed two groups of undergraduate students of the same subject, one group participating in a completely flipped course and the other in a traditional course. The aim of this research is to investigate the effect of the flipped classroom strategy on students’ achievement, students’ evaluation of teaching and students’ perceptions of the subject.

A questionnaire was designed and administered to second year students of the Degree in Economics and the Degree in Economics and Tourism in the University of the Balearic Islands. The survey instrument included an adaptation of the Student Evaluation of Educational Quality (SEEQ) [2], an adaptation of the Survey of Attitudes Toward Statistics (SATS ©) [3], along with some questions that collect students’ opinions about the flipped classroom and other questions about sociodemographic and academic characteristics of students, such as, gender, age, studies.

Results reveal that the flipped classroom strategy positively affects student’s achievement, students’ evaluation of teaching and students’ perceptions of the subject.

References:
[1] B. McNally et al., “Flipped classroom experiences: student preferences and flip strategy in a higher education context,” High. Educ., vol. 73, no. 2, pp. 281–298, Feb. 2017.
[2] H. W. Marsh, “SEEQ: A reliable, valid, and useful instrument for collecting students’ evaluations of university teaching,” Br. J. Educ. Psychol., vol. 52, no. 1, pp. 77–95, Feb. 1982.
[3] C. Schau, “Survey of Attitudes Toward Statistics - 36.”, CS Consultants, LLC, www.evaluationandstatistics.com. 2003.

Keywords:

Flipped classroom, higher education, students’ achievement, students’ perceptions.