EFFECT OF BLENDED AND FLIPPED CLASSROOM TEACHING STRATEGIES AND STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS STUDIES IN PRIVATE SECONDARY SCHOOLS IN AKWA IBOM STATE, NIGERIA

Abstract

This study examines the effect of Blended and Flipped classroom teaching strategies on students’ Academic performance in business studies in private secondary schools in Akwa Ibom State, Nigeria. Two research objectives, questions and hypotheses were formulated to guide the study. The population of the study comprised 7,5000 Junior Secondary Two (JSS 2) students in private secondary school in Akwa Ibom State. 200 students constitute the sample for the study. The research instrument employed for data collection was Business Studies Performance Test (BSPT). A quasi-experimental design was used, involving Blend teaching strategy and the other with flipped classroom teaching strategies in two business studies topics, reception office and office correspondence. The participants’ performance was measured and compared using pre-test and post-test. The instruments consisted of thirty (30) multiple questions. The instruments were presented to two research experts for face validation from the Department of Business Education, Faculty of Vocational Education, Library and Information Science, University of Uyo. Data obtained were analyzed using Pearson Product Moment Correlation (PPMC) and a reliability co-efficient of 0.87 was obtained. The researcher developed two lessons plan for the study. These were blended and Flipped classroom lessons plan. Mean statistics was used in answering research questions, while analysis of co-variance (ANCOVA) was used to test research hypotheses at 0.05 level of students’ academic performance in the study area. The study concludes that Blended and Flipped classroom teaching strategies positively impact students’ academic performance in Business Studies. This study recommends among other that Blended and flipped classroom teaching strategies should be included into the curriculum. This would enhance students’ engagement and provides valuable insight for educators, curriculum planners and policy makers aiming to improve teaching strategies in Business Studies.