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Article

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Accepted version

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2017-10

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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/128366

Retaking a course in economics: Innovative teaching strategies to improve academic performance in groups of low-performing students

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https://doi.org/10.1080/14703297.2017.1389289

Abstract

Students who have to retake courses at university are often not only low achieving, but also unmotivated and lacking in self-confidence. In this study, we present the first report of a teaching strategy based on the implementation of the flipped classroom model, team-based learning, and frequent testing strategies in groups of students retaking a subject. A sample of seven groups of an average of 68 students followed the new teaching approach. The groups are distributed across four subjects and three semesters. By comparing the average performance across groups that apply different teaching strategies - traditional versus innovative - we find a significant increase in the academic performance of the students following the new approach.

Subject

Ensenyament d'economia i empresa, Innovacions educatives, Motivació de l'aprenentatge

Subject (English)

Economics and business education, Educational innovations, Learning motivation

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Articles publicats en revistes (Economia)
Articles publicats en revistes (Econometria, Estadística i Economia Aplicada)

Citation

ABÍO, Gemma, et al. Retaking a course in economics: Innovative teaching strategies to improve academic performance in groups of low-performing students. Innovations in Education and Teaching International. 2017. Vol. 56, num. 2, pags. 206-216. ISSN 1470-3297. [consulted: 20 of August of 2026]. Available at: https://hdl.handle.net/2445/128366

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