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

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.