Resumen de Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance

Julie Buhl Wiggers, Lisbeth la Cour, Annemette Leonhardt Kjærgaard

• Flipped classroom has been found to positively infuence student achievement but the magnitude of the efect varies greatly according to discipline and local design, and few studies have been methodologically rigorous enough to establish causal evidence.

  Using a randomized controlled trial, this study addresses a gap in current knowledge by exploring how student responses mediate the impact of fipped classroom on academic achievement. The empirical setting is a frst-year undergraduate macroeco‑ nomics course with 415 students. Comparing students in the treatment group with those in a traditional class, we fnd a positive, yet statistically insignifcant efect on academic achievement. However, this overall efect masks important mediating efects, as students were unexpectedly reluctant to actively participate in the fipped class‑ room intervention. Consequently, the intervention has a substantially greater efect on academic achievement when controlling for the mediating efect of student participa‑ tion which leads to consideration of the challenges of student resistance to fipped classroom.