The Effect of Flipped Classrooms on Nursing Students’ Engagement in Gombe State College of Nursing and Midwifery
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Background of the Study
The traditional lecture-based approach in nursing education has often been criticized for promoting passive learning, where students primarily receive information without actively engaging in the learning process. As a response to these concerns, the flipped classroom model has gained popularity as an innovative teaching strategy that enhances student engagement and learning outcomes (Zhang et al., 2023). The flipped classroom approach reverses the traditional teaching method by requiring students to study course materials before class through pre-recorded lectures, readings, or online modules. Classroom time is then dedicated to interactive discussions, problem-solving activities, and hands-on learning experiences (Olufemi & Hassan, 2024).
In nursing education, engagement is crucial as students must develop critical thinking, clinical reasoning, and hands-on skills necessary for professional practice. Studies have shown that flipped classrooms improve student engagement by promoting active participation, collaboration, and self-directed learning (Okafor & Bello, 2023). This approach is particularly relevant in institutions such as Gombe State College of Nursing and Midwifery, where students must integrate theoretical knowledge with clinical practice to enhance patient care.
However, the implementation of flipped classrooms presents challenges, including students’ adaptability to self-directed learning, accessibility of digital resources, and instructors’ ability to facilitate interactive sessions effectively (Adebayo et al., 2024). Additionally, some students may struggle with time management and motivation, potentially affecting their engagement levels. Given these factors, this study aims to investigate the effect of flipped classrooms on nursing students’ engagement in Gombe State College of Nursing and Midwifery, providing insights into its effectiveness and potential barriers to implementation.
Statement of the Problem
Despite the increasing recognition of active learning strategies, many nursing students in Gombe State College of Nursing and Midwifery remain disengaged due to the passive nature of traditional lectures. Engagement is a critical factor in nursing education, influencing students’ academic success, knowledge retention, and clinical competence. However, there is limited empirical evidence on the effectiveness of flipped classrooms in fostering student engagement within this institution.
Additionally, while the flipped classroom approach has been successfully implemented in other disciplines, its application in nursing education remains underexplored in Nigeria. Challenges such as digital literacy, access to online materials, and students' preparedness for independent study may hinder the effectiveness of this method (Usman & Abdulahi, 2024). This study seeks to assess how flipped classrooms influence students’ engagement and to identify the facilitators and barriers to its implementation.
Objectives of the Study
- To evaluate the impact of flipped classrooms on nursing students’ engagement in Gombe State College of Nursing and Midwifery.
- To identify the challenges and benefits of implementing flipped classrooms in nursing education.
- To explore students’ perceptions of flipped classrooms as an instructional strategy.
Research Questions
- How do flipped classrooms affect nursing students’ engagement in Gombe State College of Nursing and Midwifery?
- What are the challenges and benefits of implementing flipped classrooms in nursing education?
- What are nursing students’ perceptions of flipped classrooms as a teaching method?
Research Hypotheses
- Flipped classrooms significantly enhance nursing students’ engagement in learning.
- Challenges in implementing flipped classrooms negatively impact student engagement.
- Nursing students perceive flipped classrooms as a more effective learning strategy compared to traditional lectures.
Scope and Limitations of the Study
This study will focus on nursing students in Gombe State College of Nursing and Midwifery who have experienced or are currently experiencing flipped classroom learning. The research will be limited to evaluating engagement levels and students’ perceptions. Possible limitations include variations in students’ digital access, differences in instructors’ implementation styles, and potential biases in self-reported engagement levels.
Definitions of Terms
- Flipped Classroom: A teaching method where students review instructional materials before class and engage in interactive learning activities during class time.
- Student Engagement: The degree of attention, participation, and interest students show in their learning activities.
- Active Learning: A teaching approach that involves students actively participating in discussions, problem-solving, and practical exercises rather than passively receiving information.
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