Educational Alternatives, Volume 23, 2025

Аннотация: This study investigates the academic outcomes associated with a Peer Learning–Flipped Classroom (PL-FC) model implemented in a university-level quantitative business course (BMA403) during the spring semester of the 2020–2021 academic year. Implemented amid the constraints of remote teaching, the PL-FC model required small student groups to prepare and deliver weekly presentations on course material, alternating between tutor and tutee roles. Participation was voluntary, resulting in two distinct student populations: those who actively participated in PL-FC tutorial groups (n = 189) and those who engaged passively with the course content (n = 132). All students were evaluated through the same formative assessments (nine in total) and a final examination. Data were analysed in R using Welch’s t-test and Pearson correlation, with figures produced using ggplot2 and ggpubr. To aid interpretability, raw scores were standardised (z-scores) and then mapped to a 0–100 scale using the standard normal cumulative distribution function; values therefore represent percentile ranks within the analysed sample rather than percent correct. Results indicated that PL-FC participation was associated with higher standardised final-examination scores (M = 50.12 on the 0–100 percentile scale) compared to non-participation (M = 41.31), with p = 0.0196. Submodule analysis suggested topic-specific differences, although multiple comparisons were considered in interpretation. Instructor-assigned peer evaluation scores showed no statistically significant correlation with final grades (r = 0.078, p = 0.287). Overall, the findings support an association between PL-FC participation and higher academic performance in this course, while recognising limitations due to self-selection and the absence of baseline equivalence measures.