UTILISING THE FLIPPED CLASSROOM APPROACH FOR BUSINESS EDUCATION CURRICULUM IMPLEMENTATION IN SOUTH-EAST NIGERIAN TERTIARY INSTITUTIONS

Abstract

Effective curriculum implementation is essential for achieving learning objectives
in any course. The flipped classroom approach, which engages students in pre-class activities such
as watching videos and reviewing materials, promotes active learning and better prepares them for
more interactive in-class discussions. This method enhances student engagement, fosters deeper
understanding, and improves retention of Business Education knowledge and skills. This study
investigated the potential of the flipped classroom for Business Education curriculum
implementation in tertiary institutions in South-East Nigeria, guided by two research questions. A
sample of 102 Business Education lecturers from six public universities was selected using multi-
stage, cluster, purposive, and random sampling techniques. Data were collected using an 18-item
rating scale, validated by experts and with a reliability coefficient of 0.81. Findings revealed that
the flipped classroom approach promotes learner-centred engagement, ensures comprehensive
curriculum coverage, and enhances interactive and exploratory learning. Additionally, it allows
for continuous lesson development, starting with foundational concepts before further course
implementation. The study recommends that Business Education lecturers integrate the flipped
classroom model consistently to ensure effective curriculum delivery despite limited instructional
time.