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

Abstract

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.