A growing literature documents the potential for benefits to be realized from non-traditional pedagogical approaches to teaching introductory economics at the undergraduate level. However, increased interest in and justification of the use of more engaged pedagogy that blends in class and online learning to reach a new and diverse generation of college students makes it imperative that we, as instructors, understand who is best served by such teaching innovations. In this paper, I present student outcome results from an informal post hoc experiment conducted over four semesters in which an Introductory Economics course is taught in its entirety three times over two semesters using traditional lecture methods and then three times over two subsequent semesters using a flipped-group pedagogy. In the latter, approximately 70% of class time is devoted to completion of graded in-class group assignments and the majority of content is delivered out of class through a series of publicly available videos. Results from the analysis indicate that in this particular context, the benefits of the flipped-grouped classroom pedagogy were not distributed equally. Specifically, while students with more developed math literacy and non-minority students benefited from the flipped pedagogy as evidenced by higher performance on the third semester exam and, to a lesser extent, on the averaged semester exams, the flipped format had a negative impact on weaker and minority students.

越来越多的文献记录了在本科层次上通过非传统的教学方法来教授入门经济学的潜力。但是，对于在课堂和在线学习中融合使用更积极的教学法以吸引新一代多样化的大学生的兴趣日益增长，并且有理由证明，作为指导教师，我们必须了解谁可以通过此类教学创新获得最佳服务。在本文中，我介绍了非正式事后的学生成果结果实验进行了四个学期，其中使用传统的讲授方法在两个学期中全部教授了一次入门经济学课程，然后在第二个学期中使用了翻转组教学法对它进行了三遍。在后者中，大约70％的上课时间用于完成分级的课堂上的小组作业，大部分内容是通过一系列公开播放的视频在课外提供的。分析结果表明，在这种特定情况下，翻转分组的课堂教学法的收益分配不均。具体来说，虽然数学素养较高的学生和非少数族裔的学生都受益于翻转的教学法，这一点在第三学期的考试中表现较高，而在较小程度上，