Does the flipped classroom improve undergraduate students’ attitudes towards econometrics?

ABSTRACT

Understanding students’ attitudes towards a subject is crucial for optimising their learning experiences. Exploring the impact of different teaching methods on these attitudes remains an underexplored yet vital aspect. This study delves into the effects of the flipped classroom model on students’ attitudes towards Econometrics. The research focuses on a sample of undergraduate students majoring in Economics and Economics and Tourism, all enrolled in an Econometrics course. It compares traditional teaching methods with the flipped classroom approach. This study investigates the influencing variables on attitudinal dimensions, emphasising the impact of attending a flipped course. The results reveal a significant positive impact of the flipped classroom on most attitudinal dimensions, except for the Effort dimension. The findings suggest that the flipped classroom enhances students’ perception of their capability to learn econometrics.

KEYWORDS:

• Flipped classroom
• economics education
• students’ attitudes
• econometrics
• higher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Magdalena Cladera

Magdalena Cladera is an Associate Professor of Econometrics and Statistics in the Department of Applied Economics at the University of the Balearic Islands. Her research interests include educational research, specifically students’ attitudes and teaching innovations, as well as microeconometric analysis of tourism demand.