Vol. 3, November, 2024
Leveraging the Technologies in Flipped Classroom as Panacea to Overcoming Barriers to Learning Economics Threshold Concepts in Nigeria
Senimetu Esther ILEUMA & Abidat Oluwashola MOHAMMED
Abstract
This study explored the effectiveness of leveraging technology in a Flipped Classroom model as a
solution to overcoming barriers to learning threshold concepts in Economics in public secondary schools
in Education District V of Lagos State Nigeria. Findings of this study added to the pool of prior studies
by showing that there is a significant joint and relative influence of threshold concept and active
learning in a flipped classroom on students’ academic achievement in economics. This study was hinged
on the theory of conceptual change which served as a roadmap. The study employed descriptive survey
research design using questionnaire and achievement test as instruments of data collection. The
population consisted all public senior secondary schools in Lagos State Education District V. 397
students and 103 teachers who offered economics were sampled through multistage sampling technique.
The data gathered were analysed using frequency, percentage, mean, standard deviation and Pearson
Product Moment Correlation at 0.05 level of significance. Two key findings emerged from the study:
firstly, the usability of the technologies in a flipped classroom in the teaching of Economics in senior
secondary schools in Lagos State Education District V is once or twice a week (x?= 3.052); secondly, a
significant positive correlation exists between the utilisation of technology in a Flipped Classroom
setting and students’ academic achievement in Economics threshold concepts (r = .380; P<0.05). In
conclusion, the research underscores the potential of the Flipped Classroom model in addressing
learning barriers, particularly in the context of Economics threshold concepts in Nigeria. The study
recommended widespread adoption of technology-assisted pedagogy in Economics education and
emphasizes the importance of teacher training to optimize the benefits of this approach.
Keywords
Technology, Flipped Classroom, Active Learning, Academic Achievement
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