MAI SEKI

Abstract A flipped classroom lets students watch a video lecture before class and work on practice problems during class, which “flips” the timing of traditional lectures. This study estimates the differences in learning outcomes between flipped classrooms and traditional lectures in an introductory economics course at one university during the COVID-19 pandemic. We find suggestive evidence that in the short run flipped classrooms have negative effects on students’ learning outcomes in the in-person format while positive effects in the online format.

ABSTRACT Gender inequalities persist across various domains where traditional social norms are deeply ingrained. This study examines gendered perceptions of career decision‐making autonomy in the Philippines through self‐determination, social role, and gender congruity theories. Using an experimental vignette survey of 1174 university students, the study explores how respondents perceive autonomy in navigating parental career advice through hypothetical scenarios. Autonomy in this context is framed as the ability to recognize and pursue one's desired career path despite the parental nudge. Findings revealed that respondents generally tend to perceive hypothetical daughter character to have greater autonomy in career choices than the son. Although global efforts focus on women's empowerment, our results highlight the potential need to address boys' autonomy in career choices. In the Philippines, a country known for gender equality advocacy, fostering empowerment across genders is essential to ensure fair economic opportunities for all.

The COVID-19 pandemic and associated school closures exacerbated the global learning crisis, especially for children in developing countries. Teaching at the right level is gaining greater importance in the policy arena to recover the learning loss. However, the focus on the noncognitive abilities of students influencing their ability to bridge learning gaps is still very limited. We investigate the long-term effects of the "self-learning at the right level" program, which is found to be effective in the short run in improving the cognitive and non-cognitive abilities of disadvantaged students in Bangladesh. We revisit these students almost 6 years after the intervention to find that its effects on non-cognitive abilities remain perceptible, whereas those on cognitive abilities might have been attenuated. This study is among the few to examine the long-term effects of experimental educational interventions and shows that such interventions can effectively sustain students’ non-cognitive abilities amid academic disruptions.