Augustina Chinweoke Anyigor-Ogah (Ph.D)


This paper analysed students’ perception of the usefulness of the podcast-based flipped instructional model in enhancing Microsoft word application skills in Business Education. The survey research design was used. The population of the study consistedof 84 postgraduate students of Business Education, Faculty of Education, Ebonyi State University, Abakaliki. The study was a census survey. Two research questions and two corresponding hypotheses guided the study. The questionnaire was used to collect data. Cronbach Alpha reliability procedure was used. The instrument yielded a coefficient of 0.86. Eighty-four (84) instruments were administered and collected. Data collected was analyzed using mean and standard deviation for research questions while hypotheses were tested at 0.05 level of significance using t-test. The findings of the study showed positive perception highlighting its usefulness in working with text and working with object Microsoft word application skills. The test of the hypotheses proved that there is no significant difference in the perception of students on the usefulness of the podcast-based flipped instructional model in enhancing working with text and working with object Microsoft word application skills based on gender. In conclusion, flipped instructional model stands as a methodological alternative to improve skill acquisition in Microsoft word application skills in Business Education.The recommendation among others wasthat training Institutions should collaborate with the employers of labour on developing content and instructional strategies for improving working with text and working with object Microsoft word application skills in business education.

Keywords: Podcast-BasedFlipped Instructional Model, Working with Text, Working with Object, Usefulness,  Perception, Business Education

Full Text:



Adeeb, M. J. & Diab, B. M. (2019). The effect of flipped classroom model on students’ achievement in the New 2016 Scholastic assessment test mathematics skills. The Journal of Social Sciences Research, 5(3), 769-777. https://doi:org/10. 32861/jssr.53. 769777

Anyigor-Ogah, A. C. (2022). Effect of the flipped instructional model on business education students’ interest and achievement in word processing(Unpublished Ph.D. Thesis). Department of Business Education, Ebonyi State University, Abakaliki.

Anyigor-Ogah, A. C. & Okoli, B. E. (2022). The effect of the flipped instructional model on business education students’ interest and achievement in Word Processing. Asian Journal of Research in Education and Social Sciences. 4(2), 151-161.

Asad, M. M., Ali, R. A., Churi, P. & Moreno-Gurroro (2022). Impact of flipped classroom approach on students’ learning in post-pandemic: A survey research on public sector schools. Education Research International, 2022, 1-12. Doi: 2020/1134432

Baker, J.P.; Goodboy, A.K.; Bowman, N.D.; Wright, A. A. (2018). Does teaching with PowerPoint increase students learning? A meta-analysis. Computers & Education, 126, 376–387, doi:10.1016/j.compedu.2018.08.003..

Chiquito, M.; Castedo, R.; Santos, A.; López, L.M.; Alarcon, C. (2020). Flipped classroom in engineering: The influence of gender. Computer Applications in Engineering Education, 28(1), 80–89, doi:10.1002/cae.22176.

Colomo-Magana, A., Colomo-Magana, E., Gullen-Gamez, F. D. & Aziza (2022). Analysis of prospective teachers' perceptions of the flipped classroom as a classroom methodology. Societies, 12(4), 98. Doi: 10.3390/soc/50c/2040098.

Egbunefu, C., Amadi, E. A., & Aruchi, N. (2018). Microsoft word application skills need of business education graduates for job performance and economic diversification in Rivers State. International Journal of Innovative Education Research, 6(3), 58-65.

Elis, C. (2020). The best free word processor 2020: alternatives to Microsoft word. Retrieved from

Gómez-Carrasco, C.J.; Monteagudo-Fernández, J.; Moreno-Vera, J.R.; Sainz-Gómez, M. (2019). Effects of a gamification and flipped-classroom program for teachers in training on motivation and learning perception. Education Science., 9, 299, doi:10.3390/educsci9040299.

Haghighi, H.; Jafarigohar, M.; Khoshsima, H.; Vahdany, F. (2019). Impact of the flipped classroom on EFL learners’ appropriate use of refusal: Achievement, participation, perception. Computer Assisted Language Learning,32(1), 261–293, doi:10.1080/09588221.2018.1504083.

Jeong, J. S.; Cañada, F.; González, D. (2018). The Study of Flipped-Classroom for Pre-Service Science Teachers. Education Science, 8, 163, doi:10.3390/educsci8040163.

Ogbonna, C. G., Ibezim, N. E. & Obi, C. A. (2019). Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach. South African Journal of Education. 39(2), 13 – 83.

Onojah, A.O., C., Olumorin, C.O., Adegbija, M.V., Babalola T.O.B. (2019). Perception of undergraduate students on the utilization of flipped classroom for learning in South-West Nigeria. Malaysian Journal of Distance Education, 21(1), 95-112. https// /mjde2019.21.1.6

Thi, Q., Tran, T. (2017). Students’ perceptions of flipped model Facebook for educational purposes. International Journal of Research. & Mathematics in Education., 7(3), 07-14. Retrieved from

Tse, W.S.; Choi, L.Y.; Tang, W.S. (2020). Effects of video-based flipped class instruction on subject reading motivation. British Journal of Education & Technology., 50, 385–398, doi:10.1111/bjet.12569. Education Sciences, 10, 275 18 of 19


  • There are currently no refbacks.

Copyright © 2018 -2024. The Nigerian Journal of Business Education (NIGJBED) All Rights Reserved. 
ISSN: 2408-4816 (PRINT) | 
ISSN: 2756-5912 (ONLINE)

Powered by Myrasoft Systems Ltd.(