EFFECT OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY ON ACADEMIC ACHIEVEMENT OF BUSINESS EDUCATION STUDENTS IN FINANCIAL ACCOUNTING IN OYO STATE TERTIARY INSTITUTIONS

Abstract

This study investigated the effect of a flipped classroom instructional strategy on the academic achievement of Business Education students in Financial Accounting in Oyo State tertiary institutions. A quasi-experimental pre-test-post-test non-equivalent control group design was adopted. The sample comprised 187 NCE II and Year II university Business Education students selected from two tertiary institutions in Oyo State, with 95 students in the experimental group taught using flipped classroom strategy and 92 in the control group taught using conventional lecture method. The Financial Accounting Achievement Test (FAAT), a 40-item multiple-choice instrument with a reliability coefficient of 0.78 established using Kuder-Richardson 20 formula, was used for data collection. Analysis of Covariance and t-test were employed to test the hypotheses at 0.05 level of significance. The results revealed a statistically significant difference in academic achievement between the two groups (F(1,184) = 42.367, p = .000, η² = .187), with the flipped classroom group outperforming the conventional group. However, no significant difference was found between male and female students' achievement in the flipped classroom group (t(93) = 0.584, p = .561). It was concluded that the flipped classroom instructional strategy is more effective in enhancing academic achievement in Financial Accounting and is gender-friendly. The study recommends the integration of flipped classroom strategy into the pedagogical training of Business Education lecturers and its adoption in the curriculum of tertiary institutions in Nigeria.