An Investigation of the Effectiveness of Flipped Classroom Models in Secondary Schools in Minna, Niger State
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Background of the study
The flipped classroom model has gained global attention as an innovative approach to teaching and learning in secondary schools. Unlike traditional teaching methods, where teachers deliver content during class time and students complete assignments outside, the flipped classroom model reverses this structure. In this model, students first engage with instructional materials such as videos, readings, or interactive exercises before class, which allows class time to be devoted to discussions, group activities, and problem-solving. The flipped classroom has the potential to enhance student engagement, promote active learning, and provide a more student-centered approach to education (Bergmann & Sams, 2023; Shih, 2024).
In Minna, Niger State, educational stakeholders have begun exploring the integration of flipped classroom strategies in secondary schools, with a particular emphasis on improving student learning outcomes and fostering better understanding of complex subjects. However, despite the increasing popularity of this model, its effectiveness in the local context remains underexplored. Challenges such as inadequate access to technology, limited teacher training, and varying levels of student readiness for self-directed learning may impede the successful implementation of the flipped classroom approach in Minna (Omorogbe, 2023).
This study aims to investigate the effectiveness of the flipped classroom model in secondary schools in Minna, focusing on how well it supports student learning and engagement, while identifying the factors that contribute to or hinder its successful adoption. Given the rapid advancements in educational technology and the evolving expectations for digital literacy, understanding how flipped classrooms function within the local context will provide valuable insights for improving educational practices in the region.
Statement of the problem
Although the flipped classroom model holds promise for transforming secondary education in Minna, Niger State, there has been limited empirical research on its effectiveness in local schools. Teachers are often unsure about how to implement the model effectively, while students may struggle with the self-directed learning aspect of the approach. Moreover, the availability of digital tools required to facilitate flipped classrooms is inconsistent across schools in Minna. This lack of infrastructure, combined with the challenge of adapting traditional teaching practices to a flipped model, has led to an uncertain impact on student engagement and academic performance. There is a need for detailed investigation into how flipped classrooms affect student learning outcomes in Minna and what barriers need to be overcome for their success.
Objectives of the study
- To evaluate the effectiveness of the flipped classroom model in improving student engagement and learning outcomes in secondary schools in Minna, Niger State.
- To identify the challenges faced by teachers and students in implementing flipped classrooms in Minna’s secondary schools.
- To assess the impact of the flipped classroom on the development of students' critical thinking and problem-solving skills.
Research questions
- How effective is the flipped classroom model in enhancing student engagement and academic performance in secondary schools in Minna?
- What challenges do teachers and students face when implementing the flipped classroom model in Minna?
- How does the flipped classroom model influence the development of critical thinking and problem-solving skills among students in Minna?
Significance of the study
This study will provide valuable insights into the effectiveness of the flipped classroom model in the context of Minna, Niger State. It will highlight the potential benefits of the model for increasing student engagement and improving learning outcomes, while also identifying the challenges that need to be addressed. Findings will inform policymakers, educators, and school administrators in their efforts to optimize teaching and learning strategies, ultimately enhancing the quality of secondary education in Minna.
Scope and limitations of the study
This study is limited to secondary schools in Minna, Niger State, focusing on the implementation of flipped classrooms. The research will explore the effectiveness of this model in terms of student engagement, learning outcomes, and the development of critical thinking skills. The study does not cover other regions of Niger State or alternative teaching models.
Definitions of terms
- Flipped classroom: An instructional strategy where students engage with learning materials outside of class, and class time is used for collaborative activities and problem-solving.
- Student engagement: The level of interest, participation, and enthusiasm students exhibit towards their learning activities.
- Critical thinking and problem-solving skills: Cognitive skills that involve analyzing information, making decisions, and finding solutions to complex problems.
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