Effects of Flipped-Classroom Strategy on Performance in English Language Concept among Secondary School Students
DOI:
https://doi.org/10.64348/zije.202587Keywords:
Flipped Classroom, Learning Strategy, English Language, Lecture Method and Technical Writing.Abstract
The study investigated effects of flipped-classroom strategy on performance in English language concept among secondary school students in Ogbia, Bayelsa Stata, Nigeria. The study was guided by two objectives, two research questions with corresponding research questions and two hypotheses, respectively. The study adopted quasi- experimental research design, specifically, pre- test post- test control group design. The population for this study comprised all Senior Secondary two (SS2) students in the 30 public secondary schools in Ogbia, Bayelsa State. Simple random sampling technique was used to select two (2) secondary schools for the study while stratified random sampling technique was used in selecting 100 students from two schools made up of 54 males and 46 females. Two intact classes were used to teach with flipped classroom learning strategy and lecture method. A pre test of Speech Writing Performance Test (SWPT) was given to all the students before the treatment. Thereafter, the experimental group was subjected to treatment. To establish the reliability of the instrument, Pearson product moment correlation method was employed and the reliability coefficient 0.72 was obtained. Data analysis was subjected to mean scores, standard deviation and analysis of variance (ANOVA) at 0.05 level of significant. The findings revealed that flipped classroom instructional strategy is more effective than lecture method. Also, the findings indicated that gender has no influence on students’ performance in technical writing using flipped classroom. Based on the findings, it was recommended that the curriculum developers should consider adopting flipped classroom learning strategy to prescribe activities for topics in English language.
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