GASPRO International Journal of Eminent Scholars

Emerging educational technologies have received increasing research attention, particularly in developed countries, with results suggesting that such technologies can influence positive learning outcomes. However, in the context of developing countries, little is empirically known about the efficacy of these models in boosting learning outcomes. This study surveyed selected colleges of education in the South-South Zone of Nigeria to investigate the potential influence of flipped classrooms on business students’ learning outcomes. The study's specific objectives were to examine the impact of flipped classrooms on business students’ cognitive, behavioural, and affective learning outcomes. The population of this study was 569 final-year business education students. The study had 235 as its sample size determined through the Taro Yamane sample size determination formular. The structured questionnaire utilised in data collection recorded a response rate of 81%. Data analysis was carried out using a regression method. Findings indicated that flipped classrooms can significantly and positively improve the learning outcomes of business students in colleges of education in the South-South Zone of Nigeria (adjusted R2 = 0.783); specifically, results of the study suggested that, in order of importance, flipped classrooms have the potential to influence students’ affective learning outcomes (? = 1.023, t = 4.328, p<0.05), cognitive learning outcomes (? = 0.713, t = 3.646, p<0.05), and behavioural learning outcomes (? = 1.002, t = 2.507, p<0.05). Based on these findings, it was concluded that a flipped classroom is an innovative educational technology that can improve business students’ learning outcomes. It was recommended that flipped classrooms should be considered and deployed for teaching business students in Colleges of Education in the South Zone of Nigeria in order to improve the students’s learning outcomes.

Keywords: Flipped Classroom; Students’ Cognitive Learning Outcome; Students’ Behavioural Learning Outcome; Affective Learning Outcome, Colleges of Education, Nigeria