Influence of Threshold Concept and Flipped Classroom on Senior Secondary School Students' Academic Achievement in Economics in Lagos State, Nigeria

Abstract

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 in Nigeria. 
Survey research method was employed using questionnaires and 
achievement test as the instruments to elicit data from the respondents. 
The data was analysed using quantitative research methods such as 
frequency, percentage, mean, standard deviation and Multiple Regression 
analysis. 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 concept in Economics (? = 0.166; t = 2.514; Significance 
= 0.012) and active learning in flipped classroom (? = 0.222; t = 
3.471; Significance = 0.003) are relatively significant at P<0.05 with 
flipped classroom being a stronger predictor. Based on this findings 
therefore, it was recommended that teachers, schools, ministries of 
education and NERDC should 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.