Abstract

This study examines the effectiveness of the flipped classroom approach combined with adaptive learning technologies in improving student competency in an undergraduate business course in a Colombian-based university. Using a quasi-experimental design, forty-five undergraduate students were assigned to experimental (n = 30) and control (n = 15) groups. The sixteen-week study employed multiple data-collection methods, including pre-test and post-test assessments, course grades, and student surveys. Analysis of Covariance (ANCOVA) and Multiple Linear Regression were used to analyze the data. Results indicate that students in the flipped classroom group demonstrated significantly higher competency scores and final grades compared to those in the traditional teaching group. It was found that previous academic performance and technology proficiency were significant predictors of student success. These findings contribute to the understanding of innovative pedagogical approaches in higher education, particularly in resource-constrained environments common in developing nations, and offer insights for educators and policymakers in developing countries.