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Promoting Student Engagement Using Flipped Classroom in Large Introductory Financial Accounting Class

Flipped classroom has become an instructional trend used by many universities especially in Science courses. The use of flipped instructional classroom encourages student to be actively engaged in their learning. However, the implementation of flipped classroom in Accounting education at the university level particularly in large classroom has been limited so far. Therefore, the focus of this study is to understand student engagement in a series of flipped classrooms in a large first-year introductory Financial Accounting subject. The study employed a survey questionnaire which generated open and closed responses, classroom observation, and analyses of students' responses on Slido pages and their scores in formative tasks. The study found that the flipped classroom has a positive impact on student engagement particularly in improving students' understanding of subject content and during class discussion between students and student-instructor. Recommendations for the use of flipped classroom for large Accounting classroom are also provided.