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

Randolph Nsor-Ambala

Accounting Education, 2025, vol. 34, issue 2, 227-264

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.

Date: 2025
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DOI: 10.1080/09639284.2024.2305216

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