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The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course

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  • Patricia Bachiller

    (Department of Accounting and Finance, Faculty of Economics and Business Administration, University of Zaragoza, Gran Vía, 2, 50005 Zaragoza, Spain)

  • Guillermo Badía

    (Department of Finance and Economics, Deusto Business School, University of Deusto, Avenida de las Universidades 24, 48007 Bilbo, Spain)

Abstract

Flip teaching (FT) is a methodology with a significant impact on the educational innovation trend that encourages active learning and facilitates the learning of students. The main objective of this study is to measure the impact of flip teaching on the learning of a course at a higher education institution. To analyze the differences in the exam marks between students that follow FT and other methodologies, the t-statistic and Mann–Whitney U test have been used. Results indicate that FT allows improving the performance of students and achieving collateral capacities, such as responsibility and awareness, making learning more sustainable. This study makes an interesting contribution to existing research in education and demonstrates that it is possible to introduce FT in a block of the course and can be transferable to other courses.

Suggested Citation

  • Patricia Bachiller & Guillermo Badía, 2020. "The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course," Sustainability, MDPI, vol. 12(23), pages 1-11, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:9998-:d:453653
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    References listed on IDEAS

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    1. Santiago Alonso-García & Inmaculada Aznar-Díaz & María-Pilar Cáceres-Reche & Juan-Manuel Trujillo-Torres & José-María Romero-Rodríguez, 2019. "Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability," Sustainability, MDPI, vol. 11(24), pages 1-15, December.
    2. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    3. Charles A. Brown & Kreag Danvers & David T. Doran, 2016. "Student perceptions on using guided reading questions to motivate student reading in the flipped classroom," Accounting Education, Taylor & Francis Journals, vol. 25(3), pages 256-271, June.
    4. Hairong Mu & Dimitrios Paparas, 2016. "Ready for the Flipped Classroom? Preliminary Experiences of The New Approach In Teaching Economics to Non-Major Students," Applied Economics and Finance, Redfame publishing, vol. 3(2), pages 45-53, May.
    5. Angela Medina & Jesus C. Hernández & Emilio Muñoz-Cerón & Catalina Rus-Casas, 2020. "Identification of Educational Models That Encourage Business Participation in Higher Education Institutions," Sustainability, MDPI, vol. 12(20), pages 1-23, October.
    6. Belinda Williams & Claire Horner & Stephen Allen, 2019. "Flipped v’s traditional teaching perspectives in a first year accounting unit: an action research study," Accounting Education, Taylor & Francis Journals, vol. 28(4), pages 333-352, July.
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    1. Maria José Sá & Ana Isabel Santos & Sandro Serpa & Carlos Miguel Ferreira, 2021. "Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society," Sustainability, MDPI, vol. 13(17), pages 1-22, August.

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