Flipped classroom: student performance and satisfaction

Abstract

In the flipped classroom, students undertake various learning activities before coming to class as opposed doing homework exclusively after class. Class time, guided by the teacher, focuses on active learning strategies. In this paper we analyze a classroom design for Finance Theory course through a flipped classroom approach to answer three questions: does the flipped classroom improve students’ academic performance? are the students satisfied with the flipped classroom? and what characteristics differentiate satisficed students with the flipped classroom from those who are not? Combining a quasi-experimental methodology and a survey, the evidence shows that the flipped classroom increases students’ academic results, that a high percentage of students are satisfied with the experience, and that the factors that distinguish satisfied students from non-satisfied students are their study habits (previous and in this course), while academic results (previous and in this course) are not relevant.