Abstract

ABSTRACT Teaching is a dynamic process that enhances knowledge and skills to maximise a student’s performance. However, lecture-based Teacher-Centered Pedagogy (TCP) can be ineffective in engaging students. Studies have shown that mixed teaching pedagogy (MTP) is more effective. In this study, we implemented flipped- and lecture-based learning to compare their effectiveness in retail math, one of the more challenging courses for fashion merchandising majors. Students from a southeastern university were taught using either MTP or TCP. Students’ responses and test scores (N = 73) were analysed to compare the outcomes of these two approaches. The statistical analysis of students’ final exam scores confirmed that MTP was more effective than the traditional lecture-based TCP. The findings of this study contribute to the literature by endorsing MTP as an effective strategy for retail mathematics education.

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