1. Quasi-experimental evidence of the effectiveness of an flipped classroom
17th of April, 2015
Tiago Freire
This research was supported by XTLU’s Teaching Development Fund. We would also like to thank Haifeng Fu for his support in conducting this research.
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2. Introduction Methods Results Discussion
Outline
Introduction
Methods
Results
Discussion

3. Introduction ECO111 – Quantitative Methods
2012/13 : S1 – Failure rate: above 20%
Student feedback: knew the material but did not practice
Solution: Flipped Classroom (interactive lectures online - outside classroom, and practice exercise and problem solving –inside classroom)

4. Introduction
“The Flipped Classroom: A Survey of the Research.” – Bishop and Verleger (2013):
Buzz about flipped classroom (39 blog entries and support for faculty)
24 studies related to the flipped classroom (June 2012)
Students did tend to watch the videos when assigned, and even when they were not.
Students preferred live in-person lectures to video lectures, but also liked interactive class time more than in-person lectures
Moravec et al. (2010) and student exam performance by 21% on topics introduced with flipped classroom
Day and Foley (2006) taught concurrent experimental and comparison sections of the course, and matched sections on topics, assignments, and time on task. Students in the flipped environment scored significantly higher on all homework assignments, projects, and tests

5. Methodology
The module focuses on linear programming, calculus, time value of money, probability, probability distributions, hypothesis testing and regression. (overlap with ECO101).
For three lectures on probability distributions and hypothesis testing we introduced the flipped classroom experiment (same material as ECO101)
We created an interactive presentation using Adobe eLearning Suite and posted it on ICE
In lectures we a short revision and additional practice exercises (recorded on video and posted on ICE).

6. Methodology
ECO111 (322 students) final exam included two multiple choice questions which tested learning outcomes– ECO101 (311 students) also had these two multiple choice questions (but was always taught using a traditional lecture). (treatment 1)
One of these multiple choice questions was testing learning outcomes taught using traditional lecture and the second multiple choice question was covering learning outcomes covered using flipped classroom (treatment 2)
Difference-in-Difference

7. Results Student attendance dropped in the second flipped classroom
Student engagement with outside of classroom activity (interactive presentation)
176 in week 1
98 in week 2
90 in week 3

8. Results
I compare the score (right or wrong) on the two multiple choice, between
Questions taught using the traditional lecture and questions taught using flipped classroom (treatment 2)
ECO111 students and ECO101 students (treatment 1)

9. Results

10. Results

11. Results
Was this driven by the use of the interactive presentations or other factors?
Did the score increased for those who used the interactive presentations versus everyone else? (imperfect – self selection)

12. Results

13. Discussion