An Analysis of the Flipped Classroom Approach for “Math-phobic” Students

Abstract

This paper examines the impact of video examples utilized in a flipped class style to facilitate active learning and improve the learning outcomes of self-professed math-phobic students in an introductory econometrics course. The course in question is entitled “Applied Regression” and was taught at a small liberal arts college between 2013 and 2016. The results indicate both positive student perceptions and performance on problem sets and exams. This paper extends the literature on flipped classes by documenting it’s benefit for self-professed math-phobic students and its applicability to an advanced applied statistics course.