Students’ experiences of pre-recorded lectures, flipped classrooms, and their impact on exam performance

This research investigates the application of pre-recorded lectures and Microsoft Excel worksheets in a flipped classroom setting for first-year undergraduate accounting and business students. The specific cohort chosen aims to support students transitioning to higher education. Multiple regression analysis of the questionnaire indicates a significant positive relationship between the use of pre-recorded lectures as an additional learning resource and their supportiveness for learning. Qualitative responses from students highlight the utility of pre-recorded lectures in clarifying concepts, preparing for on-campus lectures, aiding exam preparation and increasing module interest. Additionally, students participating in flipped classrooms exhibited coincidental improvements in both mean exam grades and pass rates compared to students who did not participate in flipped learning. These findings emphasise the importance of integrating pre-recorded lectures as essential pedagogical resources into the curriculum.