EFFECTS OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ORAL ENGLISH
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- Recommended for : Student Researchers
- NGN 3000
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 students 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 ix 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 OralEnglish at secondary school level of education.
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