Abstract:

Quantitative skills have become essential transversal competencies across multiple disciplines due to the global shift towards a data-driven economy. Despite their professional relevance, subjects like econometrics are frequently perceived by students as challenging and anxiety-inducing, which often leads to disengagement and surface learning. This study investigates the impact of the Flipped Classroom (FC) model on the multidimensional evaluations of teaching quality in an undergraduate econometrics course.

Grounded in Student Engagement and Cognitive Load theories, the research examines how the pedagogical shift to the FC influences distinct teaching dimensions. A quasi-experimental design was employed to analyse data collected over five semesters using the Students’ Evaluations of Educational Quality (SEEQ) instrument. The dataset included 157 valid responses from undergraduate students majoring in economics or dual degrees. Eight Ordinary Least Squares (OLS) regression models were estimated to isolate the effects of the FC methodology on each specific dimension of the instructional process, controlling for sociodemographic characteristics and academic factors such as prior interest and expected grades.

The results demonstrate that the FC significantly enhances six out of eight dimensions: Learning, Enthusiasm, Group Interaction, Breadth, Examinations, and Assignments. Notably, the Group Interaction dimension exhibited the highest effect, confirming that the FC model fosters greater peer-to-peer engagement and active participation. The results also indicate that students in the flipped sections perceived higher academic progress and a deeper coverage of econometric themes. Furthermore, the implementation of the FC was associated with a substantial increase in average grades and a significant reduction in student failure rates.

This research provides critical evidence for instructors on how pedagogical innovation can positively influence teaching effectiveness metrics in challenging academic disciplines. The findings suggest that higher education institutions should consider integrating active learning strategies into faculty development programs and adapting teaching evaluation frameworks to better reflect the multidimensional benefits of pedagogical innovation. Ultimately, the FC approach offers a promising avenue for aligning econometrics curricula with the demands of the modern workforce by facilitating the integration of theoretical concepts with practical applications.

Keywords:

Flipped classroom, Students’ evaluation of teaching (SET), Econometrics education, Active learning strategies, Higher education, SEEQ instrument, Quantitative methods.