Threshold Concepts, Flipped Classroom and Academic Achievement in Economics among Senior Secondary School Students in Lagos State, Nigeria

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dc.contributor.authorAbidat Oluwashola MOHAMMED
dc.date.accessioned2024-05-13T09:22:16Z
dc.date.available2024-05-13T09:22:16Z
dc.date.issued2023-12
dc.description.abstractAbstract This study examined the influence of threshold concepts and flipped classroom on academic achievement in Economics among senior secondary school students in Lagos State Education District V, 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. The theory of Conceptual Change and the theory of Mastery Learning served as roadmaps that led the arguments and conclusions in this study. The study employed descriptive survey research design using questionnaires 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 analyzed using frequency, percentage, mean, standard deviation, Pearson Product Moment Correlation and Multiple Regression analysis at 0.05 level of significance. The findings showed that there is a significant joint influence of threshold concept and the active learning in flipped classroom on academic achievement in economics among senior secondary school students in Lagos State Education District V (F3, 371 = 3.059; P<0.05). Also, threshold concepts in economics (ꞵ = .166; t = 2.514; P<0.05) and active learning in flipped classroom (ꞵ = .222; t = 3.471; P<0.05) are relatively significant. Conclusively, teachers attested to the transformational influences of threshold concepts and flipped classroom on academic achievement in economics. Based on the findings, the study recommended and charged teachers, schools, ministries of education and NERDC to all work together to find the synergy between threshold concept and flipped classroom as framework for the improvement of academic achievement in Economics in senior secondary schools in Lagos State, Nigeria. Keywords: Academic Achievement, Active Learning, Economics, Flipped Classroom, Students, Teachers, Threshold Concept Word Count: 293
dc.identifier.citationKate Turabian
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/73
dc.publisherLead City University
dc.relation.ispartofseriesM.Sc
dc.titleThreshold Concepts, Flipped Classroom and Academic Achievement in Economics among Senior Secondary School Students in Lagos State, Nigeria

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