Enhancing Econometrics Instruction: A Study on Student Acceptance of the Flipped Classroom

Abstract

[eng] PurposeThis study investigates the acceptance of the flipped classroom strategy among undergraduate econometrics students as well as the variables influencing students' preferences for the flipped classroom.Design/methodology/approachA quantitative approach was used, and a survey was administered to assess students' perceptions of their flipped classroom experience. An ordered logit model was estimated to explore the variables influencing students' preference for the flipped classroom compared to the lecture-based teaching method.FindingsStudents demonstrated a high level of acceptance of the flipped classroom as well as a perception that the activities conducted during face-to-face sessions were highly beneficial. Significant factors influencing preference for the flipped classroom include gender, attitudes toward econometrics, major, perceived usefulness of face-to-face activities and workload perception.Research limitations/implicationsThe findings of this study cannot be generalized to all econometrics courses, as they were derived from data collected in only one institution. Therefore, further research of this nature in different contexts is needed to gather more empirical evidence regarding the acceptance or rejection of the flipped classroom by econometrics students as well as the factors influencing it.Practical implicationsBased on the findings, several recommendations can be made for lecturers interested in implementing the flipped classroom and fostering its acceptance among their students.Originality/valueThis is the first investigation of the factors influencing the acceptance of the flipped classroom within the context of an econometrics course. Evidence of the acceptance of this methodology by students in this discipline can encourage more lecturers to implement it in their courses.