Achievement Gaps in a Flipped, Microeconomics Principles Course

Autor/in	Marcal, Leah
Titel	Achievement Gaps in a Flipped, Microeconomics Principles Course
Quelle	In: Journal of Instructional Pedagogies, 21 (2018), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5324
Schlagwörter	Economics Education; Microeconomics; Homework; Video Technology; Educational Technology; Technology Uses in Education; Student Diversity; Business Administration Education; Achievement Gap; Racial Differences; Ethnicity; Minority Group Students; Gender Differences; Student Satisfaction; English Language Learners; Developmental Studies Programs; College Students; California + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Mikroökonomie; Hausaufgabe; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Collegestudent; Kalifornien
Abstract	Faced with shrinking state funds, rising student demand, high failure rates, and racial and ethnic achievement gaps, the introductory microeconomics course became a bottleneck for business students at California State University, Northridge. The Economics Department responded with the creation of a flipped, introductory microeconomics course where students watch online lectures before attending face-to-face, active-learning, class sessions. Raw data suggests the course redesign was a success but large, racial and ethnic achievement gaps remain. However, regression analysis that controls for college preparedness indicates that race and ethnicity are insignificant determinants of student performance in the flipped, microeconomics principles course. Gender is a significant factor with female students earning marginally lower exam scores than male students. In satisfaction surveys, students with English as a second language believe the online lectures helped them learn the course material. Nearly one quarter of all students take two developmental English classes prior to enrollment into microeconomics principles. A flipped class has the potential to help students learn course material but it cannot erase skills deficits. The University must provide additional resources to ensure the success of every student. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01