Who Benefits From the Flipped Classroom?

This study examines effects of flipped classroom techniques when implemented in an introductory statistics course. We compared student’s outcomes when receiving traditional instruction (term 1; n = 174) to a flipped format (terms 2 and 3; n = 324), controlling for baseline test scores and other characteristics. We find the redesigned format improved performance, engagement, course assessment and interest in statistics, both overall and for subgroups. These findings suggest changes in pedagogy may improve performance and facilitate student engagement in STEM fields, overall and for students who have traditionally had lower levels of participation in quantitative courses.