Flipped Classroom for Finance Students: Participative Learning and Flexible Assessment

Sheeba Kapil

doi:10.4236/tel.2019.98174

Abstract

Flipped classrooms are all about flexible teaching and learning in higher education and require flexible assessment components along with flexible teaching. The study aimed at understanding the effect of student interaction, engagement in flipped classroom on student knowledge, skill and attitude towards the subject finance, topic business valuation. Accounting and finance subjects require a sharp focus on pedagogy and learning approaches. Finance is a core fundamental subject in higher education like MBA that creates base for further advance learning and knowledge application. A pre-test and post-test design were carried out with sample t-test and linear regression model. The study created two groups flipped and non-flipped classroom using 2 E-learning cycles in a Finance class of MBA first trimester students. The result showed that learning was better in flipped classroom. The student satisfaction level was also better. Both classrooms showed good learning with active learning approach and active instructor participation. Outside the classroom students shared that had engaging experience with teaching as well as flexible assessment through more choices and preferences. The limiting factor was that flipped classroom teaching lacked institution support and confidence. Both flipped classroom and flexible evaluation are missing from curriculum design and evaluation process. The aim of this paper was to provide quantitative and controlled data about the effectiveness of flipped classroom learning.

Highlights

It was found out that the flipped classroom approach on business valuation topic led to a significant increase in student achievement scores (t (55) = −3.14, p < 0.05)
The mean score of student achievement increased from 69.72 to 77.36. These findings show student interaction outside classroom and student engagement inside classroom in flipped classroom environment on business valuation topics have an important effect on the design and development using FLIPPED model related to student satisfaction and their knowledge, skills, and abilities (KSAs)
The study concludes that students’ interactions and engagement in a flipped classroom do not bear any significant correlation as far as achievement, in the finance class valuation topic is concerned in a flipped classroom

Summary

Introduction

Students have taken to online courses and contents to facilitate their knowledge and learning of concepts that were considered too technical to be learned outside the classroom. Post self-learning phase the instructor spends in-class time applying the finance concept through problem solving excel based spreadsheet exercises, and peer interaction (Strayer [5]; Tucker [6]; Gajjar [7]; Sarawagi [8]). (Sarawagi [8]) suggests that it is defined by facilitating low-level (terms, definitions, and basic content) learning outside class and high-level (application-based) learning within the class

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Conclusion