EFFECTS OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ORALENGLISH IN MINNA, NIGER STATE, NIGERIA
EFFECTS OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ORALENGLISH IN MINNA, NIGER STATE, NIGERIA
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Date
2020-03
Authors
USMAN, Amina Kutigi
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Abstract
This study investigated the effects of flipped classroom instructional strategies on senior
secondary school students‟ performance in Oral-English in Minna, Niger state, Nigeria.
The study adopted a quasi-experimental design using pretest, posttest, non-randomized,
non-equivalent control group design. The research was guided by eightobjectives,
eightresearch questions with corresponding eight null hypotheses tested at 0.05 level of
significance. The target population for the study was all senior secondary school student s
offering English Language in Minna, Niger State. Multi-stage sampling was used to
select the schools and students for the study. The sample was made up of 125 students
(69 males and 56 females) from the three co-education secondary schools selected for the
study. The schools were randomly assigned into three groups namely: Reciprocal Peer
Tutoring Flipped Classroom (RPTFC) which comprised 35 students (19 males and 16
females), Think Pair Share Flipped Classroom (TPSFC)which involved 35 students (19
males and 16 females), and the Flipped Classroom Strategy (FCS) made up of 55
students (31 males and 24 females). Students were stratified along gender (male and
female). The contents of the Oral-English were developed and organized into video
instructional package. The instrument for data collection was Oral-English Performance
Test (OPT). The research instrument was validated by experts. The instrument was pilot
tested on 45 selected Senior Secondary School II (SS II) students in Minna, Niger State.
The result obtained after pilot testing yielded 0.96 using Pearson Product Moment
Correlation (PPMC) coefficient. Pretest, posttest and retention tests were administered on
the three groups. The data collected were analyzed using descriptive statistics of mean
and standard deviation to answer the research questions while inferential statistics of
Analysis of Covariance (ANCOVA) was used to test the research hypotheses. The
findings of the study revealed that: students taught with Reciprocal Peer Tutoring Flipped
Classroom (RPTFC) and Think Pair Share Flipped Classroom (TPSFC) performed
significantly better and retained batter than those taught using Flipped Classroom
Strategy (FCS). However, no significant difference was found between male and female
students taught Oral-English language using Reciprocal Peer Tutoring Flipped Classroom
(RPTFC) and Think Pair Share Flipped Classroom (TPSFC) at performance and retention
tests. Based on the findings, the study recommends that English language teachers should
be encouraged to use RPTFC and TPSFC for teaching Oral-English at senior secondary
schools; curriculum planners should include the use of RPTFC and TPSFC collaborative learning into teacher education programme so that teacher can use it to teach Oral -
English at secondary school level of education.
Description
A THESIS SUBMITTED TO THE SCOOLOF POST GRADUATE STUDIES
AHMADU BELLO UNIVERSITY IN PATIAL FULFILLMENT OF THE
REQUIRMENTS FOR THE AWARD OF PhD IN INSTRUCTIONAL
TECHNOLOGY
DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM,
INSTRUCTIONAL TECHNOLOGY SECTION,
FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY ,
ZARIA, NIGERIA
Keywords
EFFECTS,, FLIPPED CLASSROOM INSTRUCTIONAL STRATEGIES,, SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE,, ORAL ENGLISH,, MINNA,, NIGER STATE,, NIGERIA.