The Effect of Flipped Instructional Model on Business Education Students’ Interest and Achievement in Word Processing

  • Augustina Chinweoke Anyigor-Ogah Ebonyi State University, Abakaliki
  • Professor Benedette E. Okoli


The study investigated the effect of the flipped instructional model (FIM) on business education students’ interest and achievement in Word Processing. The research design used in the study was the quasi-experimental design which required no randomization as the groups (treatment and control) were used intact. The population of the study comprised 117 final year business education students offering Word Processing from seven public Universities in South East, Nigeria. Four Universities were selected through the purposive sampling technique. The selected schools were further subjected to a simple random sampling technique to assign them into groups of two schools each. One group was selected as the treatment and the other as the control group. The treatment group comprised 33 male and female students and the control group comprised 35 male and female students, making the total sample size 68 business education students offering Word Processing as a course. Data were collected with the aid of two instruments, the Word Processing Achievement Test (WPAT) and the Word Processing Interest Inventory (WPII). Kuder-Richardson Estimate (K-R 20) was used in testing WPAT and it yielded a reliability index of 0.97, while Cronbach alpha of 0.72 was obtained from the reliability testing of WPII. Two research questions and two null hypotheses were developed to guide the study. Research questions were answered using mean and standard deviation while hypotheses were tested at an alpha level of 0.05 using ANCOVA. The results revealed that flipped instructional model was more effective than the conventional instructional model in enhancing students’ interest and achievement in Word Processing. Again, there is a significant difference in the mean interest scores and in the mean achievement scores of students taught word processing using FIM compared to those taught using the conventional model.


Adie, F. U. (2019). Effects of mentoring as an instructional approach on secondary school students’ achievement and interest in financial accounting in Ogoja local government area of Cross River State, Nigeria. (Unpublished M.Sc.Ed Dissertation), Business Education Department, Ebonyi State University, Abakaliki.
Alamri, M. M. (2019). Students’ academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia. International Journal Technology Enhanced Learning, 11(10), 103 – 119.
Amah, F. N. (2018). Information and communication technology skills required by lecturers for effective implementation of office technology and management curriculum in polytechnics in Southeast Nigeria. (Unpublished Ph.D. Thesis), Business Education Department, Ebonyi State University Abakaliki.
Anyigor-Ogah, A. C. (2022). Effect of the flipped instructional model on business education students’ interest and achievement in word processing (Unpublished Ph.D. Thesis). Department of Business Education, Ebonyi State University, Abakaliki.
Atueyi, U. (2020). Aligning 2020 education to future demands. Retrieved from:
Cabi, E. (2018). The impact of the flipped classroom model on students’ academic achievement. International Review of Research in Open and Distributed Learning, 19(3) Retrieved from:
Claire, L. J. (2020). The flip side of flipped classroom: Popular teaching method doesn’t always work as planned. Undergraduate Education, 98, 3. Retrieved from:
Duygu, S. & Ali, A. (2018). The effect of the flipped classroom on the academic achievement and attitude of higher education students. World Journal of Education 8(4), 170 – 176. DOI:10.5430/wje.V8n4p170
Egbunefu, C., Amadi, E. A., & Aruchi, N. (2018). Microsoft word application skills need of business education graduates for job performance and economic dervisification in rivers State. International Journal of Education Research, 6(3), 58-65
Gereld, R. O. (2014). The flipped classroom model for college algebra: effects on student achievement. (Unpublished Ph.D. Thesis) Colorado State University.
Nikitova, I., Kutova, S., Shevets, T., Pasichnyk, O., & Matsko, V. (2020). Flipped learning methodology in professional training of future language teachers. European Journal of Educational Research, 9(1), 19-31.
Nwanne, S. C. & Agummouh, P. C. (2017). Computer-assisted instruction (cai) on students' interest and achievement in Physics in Imo State, Nigeria. Journal of Research and Method in Education, 7(3), 53-58.
Nwosu, B. O. (2016). Foundation of business education. (Unpublished post-graduate lecture note). Ebonyi State University, Abakaliki.
Olaf, Z., Kerres, M., Svenja, B., Bond, M., & Katja, B. (2020). Systematic reviews in education research: Methodology, perspective and application XXI, 161 (175) in Chung Kwan Lo (n.d) Systematic review on flipped learning in various educational contexts. 129-144. Retrieved from CARIjournal publishing.
Onojah, A. O., Olumorin, C. O., Adagbija, M. V., & Babalola, T. O. (2019). Perception of undergraduate students on the utilization of flipped classroom for learning in south-west Nigeria. Malaysian Journal of Distance Education. 2(1), 95-112. 1315/mjde2019
Saunders, J. M. (2014). The flipped classroom: its effects on student academic achievement and critical thinking skills in high school mathematics. (Doctoral Thesis, Liberty University). Retrieved from
Silver, R. E. Kogut, G., Thi, C. D. H. (2019). Learning new instructional strategies: Pedagogical innovation, teacher professional development, understanding, and concerns. Journal of Teacher Education. https//
Ubulom, W. J., & Dambo, B. I. (2016). An evaluation of the objectives of the undergraduate business education degree programmes in some Nigeria Universities. International Journal of Innovative Education Research 4(1), 26-31
Ugwoke, E. O., Ede, N. I., & Ezemma, T. C. (2018). Effects of flipped classroom on learning management systems and face-to-face learning environments on students’ gender, interest, and achievements in Accounting. Library Philosophy and Practice (e.journal). 1875: 1-34. Retrieved from: http://digitalcommons.UN/edu/libphikl-practice/1875
Wai, S. T., Lai, Y. A. C., & Wing, S. T. (2019). Effect of video-based flipped classroom instruction on subject reading motivation. British Journal of Educational Technology 50(1), 385 – 398. DOI: 10.1111/bjet.12569
Wu, H., Zheng, J., Li, S., & Guo, J. (2019). Does academic interest play a more important role in medical sciences than in other discipline? A national cross-sectional study in China. BMC Medical Education. 19: 301.
Yeh. Y. C. C., Cheng, H. N. H., Chen, Z., Lian, C. Y. E., Chan, T. (2019). Enhancing achievement and interest in mathematics learning meth island (Game-based learning in Taiwan. Research and Practice in Technology Enhanced Learning. 14(5), 1-19. https//
How to Cite
ANYIGOR-OGAH, Augustina Chinweoke; BENEDETTE E. OKOLI, Professor. The Effect of Flipped Instructional Model on Business Education Students’ Interest and Achievement in Word Processing. Asian Journal of Research in Education and Social Sciences, [S.l.], v. 4, n. 2, p. 151-161, aug. 2022. Available at: <>. Date accessed: 30 may 2023.