Design and evaluation of an economics flipped classroom model for undergraduates

Thesis Abstract

The study investigates how a redesigned economics course leveraging a flipped classroom model influences undergraduate learning outcomes, engagement, and long-term retention in a mid-sized public university. Despite widespread adoption of active learning, many economics courses continue to rely on traditional lectures, potentially limiting conceptual understanding and application to real-world contexts. The aim is to design, implement, and evaluate a flipped classroom intervention that integrates pre-class video lectures, in-class problem-based learning, and structured post-class reflections to enhance economic reasoning and analytical skills. Specific objectives are (i) to compare student performance on standardized assessments and course-specific evaluations between flipped and traditional sections; (ii) to examine changes in epistemic beliefs about economics using the Epistemological Beliefs Assessment for Economic Education (EBAEE); (iii) to explore student engagement, motivation, and self-regulated learning via the Motivated Strategies for Learning Questionnaire (MSLQ); (iv) to assess perceived usefulness and usability of the learning management system and learning resources; and (v) to identify contextual factors that moderate the effectiveness of the flipped model, including class size, prior achievement, and instructional support. A quasi-experimental design with a mixed-methods approach was employed. The population comprised second- and third-year undergraduate economics students enrolled in introductory and intermediate microeconomics and macroeconomics courses at a public university during the 2024–2025 academic year. Two cohorts were selected a flipped-classroom treatment group (n = 210) and a traditional-lecture control group (n = 210), matched on prior GPA, entrance exam scores, and demographic variables. Data collection instruments included (a) standardized course exams and a final aggregate grade as quantitative measures of learning outcomes, (b) the EBAEE and the MSLQ for attitudinal and motivational dimensions, (c) a validated engagement scale capturing behavioral and cognitive engagement, and (d) semi-structured interviews and focus group discussions with a purposive subsample of 40 students and 10 instructors to gain in-depth insights. Instructional materials encompassed pre-class video modules (7–12 minutes each), in-class problem-based activities, immediate feedback mechanisms, and post-class reflective essays. Validity and reliability of instruments were established through pilot testing (Cronbach’s alpha > 0.80 for scales), content validity panels, and inter-rater reliability for qualitative coding (Cohen’s kappa > 0.75). Data analysis employed a combination of inferential statistics and qualitative procedures. Quantitative analyses included ANCOVA to compare post-test scores between groups while controlling for baseline performance, multilevel modeling to account for clustering by course and instructor, and regression analyses to identify predictors of learning gains. Thematic analysis was conducted on interview and focus group transcripts to elucidate factors influencing student experiences, with triangulation across sources enhancing credibility. A conceptual framework grounded in constructivist and cognitive load theories—augmented by the Theory of Planned Behavior to interpret motivational shifts—guided interpretation. The study also integrated activity theory to examine the interplay between classroom practices and student tools in shaping learning processes. Expected findings indicate that the flipped classroom will yield statistically significant improvements in both course-specific performance (mean score increase of 6–12 percentage points) and overall GPA for economics-related outcomes, relative to traditional sections. Anticipated gains in epistemic sophistication and self-regulated learning strategies are expected, alongside higher engagement and perceived usefulness of digital resources. Qualitative results are likely to reveal that timely feedback, collaborative problem-solving, and structured reflection mediate achievement gains, while workload management and instructor accessibility moderate friction for some students. The study contributes to knowledge by providing robust, context-sensitive evidence on the efficacy of flipped instruction in economics education, clarifying the mechanisms through which active learning affects cognitive and motivational processes, and identifying practical design features that support scalable implementation in undergraduate economics curricula. It offers policy-relevant recommendations for program designers and instructors, including guidelines for resource allocation, professional development, assessment alignment, and continuous improvement cycles. The findings are expected to inform future research on modality effects in economics education, particularly in relation to course sequencing, technology-enhanced pedagogy, and inclusive teaching practices. The study concludes that a thoughtfully designed flipped model can enhance conceptual understanding and analytical prowess in economics undergraduates, provided that institutional support, high-quality materials, and ongoing formative assessment are maintained. Recommendations include phased roll-out with pilot testing, investment in quality pre-class content, continuous instructor training, and mechanisms for learner feedback to sustain effectiveness and equity.