Flipped Classroom or flip to foster self-regulation competencies in Mathematics in Economics and Business students

Abstract

This study evaluates the implementation of the Flipped Classroom (or Inverted Classroom) methodology in university-level Mathematics courses for Economics and Business Administration students, addressing common challenges such as quantitative deficiencies, diverse student backgrounds, variability in learning paces, and math anxiety, which often lead to demotivation and disengagement.

The quasi-experimental design included three student groups, with a total sample of 137 students: an experimental group using the Flipped Classroom method, and two control groups taught through traditional methods. Data were collected via pretests, posttests, and a satisfaction survey.

The results reveal that students who actively engaged with the Flipped Classroom methodology showed significant improvements in academic performance, particularly among those with weaker mathematical backgrounds, compared to the ones who followed traditional methods. The analysis demonstrates that this improvement is independent of instructor quality, as the Flipped Classroom methodology fosters the development of self-regulation and self-efficacy skills. These competencies were key in enhancing students' academic success, rather than the specific instructional approach.

Additionally, students reported high levels of satisfaction with the Flipped Classroom approach, citing increased time investment, greater engagement with Mathematics, and recommending its broader application in other subjects. Overall, the study supports the effectiveness of the Flipped Classroom methodology in improving academic outcomes and fostering essential learning skills.