EFFECTS OF FLIPPED AND CONVENTIONAL TEACHING APPROACHES ON PERFORMANCE AND RETENTION ABILITY OF STUDENTS IN ADVANCE FINANCIAL ACCOUNTING IN ABUBAKAR TAFAWA BALEWA UNIVERSITY BAUCHI, NIGERIA

Adamu Ibrahim, Jibril Alhaji Haruna

Abstract


The study investigated the effects of flipped and conventional classroom teaching approach on performance and retention ability of advance financial accounting students in Abubakar Tafawa Balewa University Bauchi, Nigeria. The study had three specific objectives and three null hypotheses. Quasi-experimental design of pre-test, post-test I and post-test II was used for the study. The study used an intact class of 76 students that offered advance financial accounting in 2015/2016 academic session in the institution. Three instruments were used for data collection. The instruments were Advance financial accounting Achievement Test (AFAAT), Advance financial accounting Diagnostic Achievement Test I (AFADAT I) and Advance financial accounting Diagnostic Achievement Test II (AFADAT II). The validations of instruments were determined by board of examiners in department of vocational and technology education in Abubakar Tafawa Balewa University, Bauchi. The reliability of the instruments was established using pilot study. The result of the pilot study gave reliability coefficient of 0.79. Data collected from the study were coded into Statistical Package of Social Sciences. The package was used to run t-test statistics for the test of the three null hypotheses at significance level of 0.05. The results shows improvement in the performance and retention ability of students when flipped teaching technique was adopted. It was recommended among others that financial accounting lecturers in Nigerian universities should adopt the use of flipped classroom approach in teaching students by providing students with pre-class materials and assignments prior their classroom activities.

 


Full Text:

PDF

References


Adamu, I. & Jubril, A.H. (2012). Influence of Lecturers’ Methodology on Performance of Accounting Students in Business Education Programme in Nigerian Universities. Journal of Education and Applied Psychology. A Publication of the Department of Education and Psychology IBB University Lapai, Niger state. 5 (1) 136-147.

Bergmann, J. &Sams, A. (2012).Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: Association for Supervision and Curriculum Development.

Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. Chronicle of Higher Education, 58(25), A16.

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61, 563-580. doi:10.1007/s11423-013-9305-6

Fulton, K. (2012) Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17

Galway, L.P., Corbett, K.K., Takaro, T.K., Tairyan, K., and Frank, E. (2014) “A novel integration of online and flipped classroom instructional models in public health higher education ”, BMC Medical Education, 14 (1), 181 Ziegelmeier, L.B & Topaz, C.M (2015). Flipped Calculus: A Study of Student Performance and Perceptions. PRIMUS, 25(9-10). http://dx.doi.org/10.1080/10511970.2015.1031305

Johnson, L. W., & Renner, J. D. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions and student achievement (Unpublished doctoral dissertation). University of Louisville, KY.

Kevin R. C. (2015). The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

Mason, G., Shuman, T and Cook, K. (2013), “Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in and Upper Divison Engineering Course”, accepted to IEEE Transactions on Education.

Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599. http://dx.doi.org/10.3928/01484834-20130919-03).

Muhammad R. Sajid1, Abrar F. Laheji2, Fayha Abothenain2, Yezan Salam2, Dina AlJayar2 and Akef Obeidat (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

Pashler H, McDaniel M, Rohrer D, and Bjork R (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9: 103-119.

Peisachovich, E.H., Murtha1, S., Phillips, A., & Messinger, G. (2016). Flipping the Classroom: A Pedagogical Approach to Applying Clinical Judgment by Engaging, Interacting, and Collaborating with Nursing Students.International Journal of Higher Education, 5(4),114-121. http://dx.doi.org/10.5430/ijhe.v5n4p114.

Pierce R and Fox J. (2012). Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module. Am J Pharm Educ.; 76: 196.

Salmon G. E-moderating: The key to teaching and learning online. New York:

Rotellar C and Cain J. (2016). Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. Am J Pharm Educ. 80: 34.

Schultz, D., Duffield, S., and Rasmussen, S.C. (2014) “Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students”, Journal of Chemical Education, Vol 91, No 9, pp 1334-1339.

Talley, C. P., & Scherer S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a “flipped” STEM course. The Journal of Negro Education, 82(3), 339-347

Tuncay, S. and Omur, A. (2009). Identifying Factors Affecting the Mathematics Achievement of Students for Better Instructional Design. http://www.itdl.org/index.htm

Tune, J., Sturek, M., & Basile, D. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education, 37, 316-320.

Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41, 25-4

Walvoord BE, and Anderson VJ (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.

Weiss, I., & Pasley, J. (2004). What is high-quality instruction? Educational Leadership, 61(5), 24-28.

Young, E. (2011). Flip it: An interview with Aaron Sams and Jonathan Bergmann. Go Teach, 1(1), 12-14.

Ziegelmeier, L.B & Topaz, C.M (2015). Flipped Calculus: A Study of Student Performance and Perceptions. PRIMUS, 25(9-10). http://dx.doi.org/10.1080/10511970.2015.1031305


Refbacks

  • There are currently no refbacks.


DISCLAIMER

The editors and publisher of Jurnal Psikologi Malaysia have made every possible effort to verify the accuracy of all information contained in this publication. Any opinions, discussions, views and recommendations expressed in the article are solely those of the authors and are not of Jurnal Psikologi Malaysia, its editors or its publisher. Jurnal Psikologi Malaysia, its editors and its publisher will not be liable for any direct, indirect, consequential, special, exemplary, or other damages arising therefrom.