DOES CLASSROOM TIME MATTER? A RANDOMIZED FIELD EXPERIMENTOF HYBRID AND TRADITIONAL LECTURE FORMATS IN ECONOMICS Theodore J. JoyceSean CrockettDavid A. JaegerOnur AltindagStephen D. O'Connell
We test whether students in a hybrid format of introductory microeconomics, which met once perweek, performed as well as students in a traditional lecture format of the same class, which met twiceper week. We randomized 725 students at a large, urban public university into the two formats, andunlike past studies, had a very high participation rate of 96 percent. Two experienced professors taughtone section of each format, and students in both formats had access to the same online materials. Wefind that students in the traditional format scored 2.3 percentage points more on a 100-point scale onthe combined midterm and final. There were no differences between formats in non-cognitive effort(attendance, time spent with online materials) nor in withdrawal from the class. Comparing our experimentalestimates of the effect of attendance with non-experimental estimates using only students in the traditionalformat, we find that the non-experimental were 2.5 times larger, suggesting that the large effects ofattending lectures found in the previous literature
are likely due to selection bias. Overall our resultssuggest that hybrid classes may offer a cost effective alternative to traditional lectures while havinga small impact on student performance.
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