Effect of the Flipped Classroom Model with Loop Game on Learning Outcomes in Economics Threshold Concepts

Authors

  • Akinola Saliu Jimoh Department of Language, Arts and Social Science, Faculty of Education, Lagos State University, Nigeria
  • Abidat Oluwashola Mohammed Department of Language, Arts and Social Science, Faculty of Education, Lagos State University, Nigeria
  • Samod Olayiwole Lawal-Arogundade Department of Economics, Faculty of Social Science, Lagos State University, Nigeria
  • Gabriel Ayodeji Obimuyiwa Department of Bilingual and Digital Education, Kazan Federal University, Russia

DOI:

https://doi.org/10.37134/ajatel.vol14.2.3.2024

Keywords:

Flipped Classroom Model, Loop Game, Assessment, Learning Outcomes, Economics, Threshold

Abstract

This study investigated the influence of implementing a Flipped Classroom model integrated with Loop Game activities on students’ learning outcomes in Economics Threshold Concepts. The study employs a quasi-experimental design with a one-group pre-test and post-test format. A systematic sampling technique was used to select a sample of 12 schools from the four zones in Lagos State Education District V, using three schools from each zone. Intact classes of year two senior secondary school students were used in each sampled school. The study raised two research questions and tested one hypothesis at a 0.05 level of significance. Results indicated that the application of the Flipped Classroom model combined with Loop Game activities significantly improves learning outcomes in Economics Threshold Concepts. The pre-test average score was observed to be 5.22, which increased to 7.42 in the post-test, amounting to over 40% increase. This descriptive comparison illustrated a substantial enhancement in students’ understanding of the material following the implementation of this learning model. A paired sample t-test analysis confirmed a significant increase in learning outcomes (r = 0.81, p < 0.05). These findings demonstrated that the use of the Flipped Classroom model with Loop Game activities effectively enhances learning outcomes in Economics Threshold Concepts. It was recommended, therefore, that senior secondary schools should make efforts to integrate the Flipped Classroom model with Loop Game activities in teaching Economics Threshold Concepts as it has been found to create more effective and interactive learning experiences for senior secondary school students.

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Author Biographies

Akinola Saliu Jimoh, Department of Language, Arts and Social Science, Faculty of Education, Lagos State University, Nigeria

Professor Jimoh Saliu Akinola is a professor in the Department of Language, Arts and Social Science Education, Faculty of Education, Lagos State University, Nigeria. His research focuses on Social Studies, Values Education, Economics Education and the application of ICT in education. He has contributed extensively to the field through publications on topics such as curriculum implementation, social studies teaching strategies, and the impact of education on social and moral development. His work addresses both the theoretical and practical challenges in education, particularly in the Nigerian context. His publications are available on ResearchGate, Google Scholar, and Orcid.

Abidat Oluwashola Mohammed, Department of Language, Arts and Social Science, Faculty of Education, Lagos State University, Nigeria

Abidat Oluwashola Mohammed is an assistant lecturer in the Department of Language, Arts and Social Science Education, Faculty of Education, Lagos State University, Nigeria. She has bagged B.Sc.Ed in Economics Education, M.Ed Educational Management, both from the Lagos State University Nigeria. M.Sc.Ed Economics Education from the Lead City University and currently on her Ph.D programme in Economics Education also at the Lead City University, Nigeria. She specialises in Economics education, ICT in Education and Curr. She has made presentations of her research works at conferences in Nigeria, Sierra leone, Kenya, United Kingdom and Lome in Togo. She has also published about fourteen journal articles which can found on Researchgate, Google scholar, orcid, and publons.

Samod Olayiwole Lawal-Arogundade, Department of Economics, Faculty of Social Science, Lagos State University, Nigeria

Samod Lawal-Arogundade is a Senior Lecturer of Economics at Lagos State University, Ojo. His research interests include development and international economics, with particular interests in areas of governance, economic growth, and the environment. He holds a Ph.D. in Economics from Lagos State University, Nigeria, and has published widely on issues related to exchange rate regimes, macroeconomic performance, and oil price dynamics. His most recent publications are in the journals The Journal of Developing Areas and Asian Journal of Social Science and Management Technology.

Gabriel Ayodeji Obimuyiwa, Department of Bilingual and Digital Education, Kazan Federal University, Russia

Obimuyiwa Gabriel Ayodeji is a Ph.D. student at Kazan Federal University, Russia. He bagged B.Sc.Ed in Economics Education, M.Ed Curriculum Development both from University of Ilorin, Ilorin, Kwara State, Nigeria. His areas of specialisation include Digital Education, Curriculum Theory, Educational Assessment, and Teaching Methods. His expertise encompasses Curriculum Development, Professional Development, and Pedagogy, with a focus on Collaborative Learning and Educational Evaluation. He is adept in the areas of basic education, AI and education, and ICT in Education. All this has been a research and practice toward the development of improved teaching strategies and better learning through new methodologies such as Concept Mapping and Flipped Classroom. He has also published about ten journal articles which can be found on researchgate, Google scholar, ORCID and academia.edu.

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Published

2024-11-12

How to Cite

Jimoh, A. S., Mohammed, A. O., Lawal-Arogundade, S. O., & Obimuyiwa, G. A. (2024). Effect of the Flipped Classroom Model with Loop Game on Learning Outcomes in Economics Threshold Concepts. Asian Journal of Assessment in Teaching and Learning, 14(2), 30–40. https://doi.org/10.37134/ajatel.vol14.2.3.2024

Issue

Vol. 14 No. 2 (2024): Asian Journal of Assessment in Teaching and Learning (AJATeL)

Section

Articles

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Copyright (c) 2024 Akinola Saliu Jimoh, Abidat Oluwashola Mohammed, Samod Olayiwole Lawal-Arogundade, Gabriel Ayodeji Obimuyiwa

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