The effects of flipped classroom approach on the motivation and engagement of accounting students

Abstract

This study investigated the effects of the flipped classroom approach on the motivation and engagement of accounting students. A quasi-experimental pre-test–post-test design with a control group was employed involving 80 students enrolled in an Accounting 1 course at a Matriculation College. The participants were divided into a treatment group (n = 40), which experienced the flipped classroom approach, and a control group (n = 40), which received traditional instruction. Students’ motivation and engagement were measured using the Intrinsic Motivation Inventory and Classroom Engagement Inventory, respectively. Data were analyzed using independent samples t-tests and paired samples t-tests. The findings indicated that there were no significant differences between the treatment and control groups in the pre-test for both motivation and engagement, confirming group equivalence prior to the intervention. However, significant differences were found in the post-test scores, with the treatment group reporting higher levels of motivation and engagement than the control group. In addition, significant improvements were observed between the pre-test and post-test scores within the treatment group. The Paired Samples t-test results, shows that the findings were statistically significant (t = -19.647, df = 39, p < .05) and (t = -18.950, df = 39, p < 0.05). The effect size analyses revealed large effects for both motivation and engagement. The findings suggest that the flipped classroom approach is an effective pedagogical strategy for enhancing accounting students’ motivation and engagement, thereby contributing to improved learning experiences in higher education.