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The impact of flipped classroom design on an advanced auditing and assurance class in Ghana

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  • Randolph Nsor-Ambala

Abstract

The study quantitatively explores the differential impact of a Flipped Classroom approach (FC) on specified learning outcomes in an Advanced Auditing and Assurance class for a one-year master’s in accounting Programme. It uses a dataset from a Ghanaian university to compare a flipped-classroom approach to a traditional teaching approach. The findings suggest that FC comparatively reduces pre-exam anxiety, improves student’s exam scores, and enhances knowledge retention. This study is among a few that explore the impact of FC on Accounting courses in a cultural setting that comparatively adapts slowly to change, and it improves our understanding of different teaching and learning approaches in different contextual, cultural, and geographical settings.

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  • Randolph Nsor-Ambala, 2025. "The impact of flipped classroom design on an advanced auditing and assurance class in Ghana," Accounting Education, Taylor & Francis Journals, vol. 34(2), pages 227-264, March.
    • Handle: RePEc:taf:accted:v:34:y:2025:i:2:p:227-264
    DOI: 10.1080/09639284.2024.2305216
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