Effect of flipped classroom instructional strategy on secondary school student achievement and retention in computer studies
Year: 2024
Type: article
Abstract: The study was on effect of flipped classroom instructional strategy on secondary school students’ achievement and retention in computer studies in Anambra State. Six research questions and six hypotheses tested at .05 level of significance guided the study. A quasi experimental design, specifically the non equivalent group design was adopted for the study. The population of the study consisted of 10, 257 computer students that registered for the 2022/2023 academic session in the Anambra State post primary schools. A total of 300 computer students participated in the study. A researcher made Computer Achievement Test developed and validated at a reliability coefficient of 0.92 served as both achievement and retention test. Meanwhile, mean and standard deviation was used to answer research questions while ANCOVA was used to test the hypotheses. The findings of the study revealed significant improvement on the mean achievement and retention scores of the experimental group. It was therefore recommended that computer teachers should consider full implementation of the flipped classroom instructional strategy in the teaching and learning of computer.
Authors: Inyama Chukwuemeka Macleo, Chinyere Francisca Okafor, Okwutu Sarah Damilola, Nwadike Sharonrose ogochukwu
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6930716533
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