Gender Differentials in the Use of Flipped Classroom Instructional Models in Enhancing Achievement and Retention in Oral-English Contents of Senior Secondary School in Minna, Niger State, Nigeria
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Date
2022
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Journal ISSN
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Publisher
Faculty of Education, Tanta University, Egypt
Abstract
This study investigated gender differentials in the use of flipped classroom instructional models in
enhancing achievement and retention in Oral-English contents of senior secondary school 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 two
research questions with corresponding two null hypotheses tested at 0.05 level of significance. The
target population for the study was all senior secondary school (SSS) students offering English
Language in Minna, Niger State. Multi-stage sampling was used to select three schools and 125
students (69 males and 56 females) students. The contents of the Oral-English were developed into
video instructional package. Oral-English Performance Test (OPT) was used for data collection
which was validated by 10 experts and pilot tested on 45 SSS II students, the data obtained was
analyzed using Pearson Product Moment Correlation (PPMC) and a reliability coefficient of 0.96
was obtained. 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: the
students taught Oral-English using Flipped Classroom Strategy (FCS) performed better
irrespective of gender. The retention level of male and female students taught Oral-English using
Flipped Classroom Strategy was high without discrimination. Based on the findings, appropriate
recommendations were made
Description
Keywords
Flipped classroom instructional models, Gender, Oral English, Performance and retention