Effects of Flipped Classroom Method of Teaching on Academic Performance of Business Education Student in Financial Accounting in Universities, Nigeria

Abstract

The study investigated into the effects of flipped classroom method on students’ achievement in financial accounting in Universities in Nigeria. Three research questions and two null hypotheses were developed to guide the study. The study adopted quasi-experimental design. The population for the study was one thousand and fifty-seven (1057) business education students in accounting option in the ten (10) federal universities in Nigeria offering business education programme. The sample size for the study was one hundred and eighty-seven (187) financial accounting students in business education with accounting option from the randomly sampled Universities: Ahmadu Bello University, Zaria, and University of Benin, Benin-City. The instrument for data collection was 40-multiple choice Financial Accounting Achievement Test (FAAT). The instrument was validated by three experts and the reliability was tested using Cronbach's Alphare Reliability method in which a coefficient of 0.75 was obtained. Data collected were analysed using mean and standard deviation for answering the research questions while t-test statistics was used for testing the hypothesis at 0.05 level of significance. Based on data analyzed, the study found that students taught financial accounting with flipped classroom method had significantly higher mean achievement score than the control group that were taught with conventional lecture method. The study also found that gender of the students had no significant interaction effects with the treatment given to them. Based on these findings, the study among others recommended that accounting educators should use flipped classroom method of teaching to encourage students’ participation in active learning and hence improve their performance and that seminars and workshops should be organized to retrain the lecturers on the use of flipped classroom instruction to enhance students’ achievement.