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 objectivesin any course. The flipped classroom approach, which engages students in pre-class activities suchas watching videos and reviewing materials, promotes active learning and better prepares them formore interactive in-class discussions. This method enhances student engagement, fosters deeperunderstanding, and improves retention of Business Education knowledge and skills. This studyinvestigated the potential of the flipped classroom for Business Education curriculumimplementation in tertiary institutions in South-East Nigeria, guided by two research questions. Asample 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-itemrating scale, validated by experts and with a reliability coefficient of 0.81. Findings revealed thatthe flipped classroom approach promotes learner-centred engagement, ensures comprehensivecurriculum coverage, and enhances interactive and exploratory learning. Additionally, it allowsfor continuous lesson development, starting with foundational concepts before further courseimplementation. The study recommends that Business Education lecturers integrate the flippedclassroom model consistently to ensure effective curriculum delivery despite limited instructionaltime.