Flipped Classroom Strategy and Nigerian Educational System: Issues, Problems and Prospects

Abstract

This paper examined the flippedclassroom strategy as a method in the teaching-learning process in the Nigerian educational system.  Issues, problems and the prospectsof flipped classroom strategy on junior secondary school students’ performance was also examined in science class specifically. The study adopted a quasi-experimental pre-test, post-test, control group design. Four null hypotheses were generated and tested at 0.05 level of significance. The sample consisted of 120 junior secondary school II Basic Science students selected through multistage random sampling technique. The instrument that was used for the study was Basic Science Achievement Test (BSAT). It is a self-designed instrument that consisted of information on bio-data of the respondents and 40 multiple-choice items. The data were analyzed using inferential statistics of t-test. The study found out that there was a significant difference between the posttest means scores of students exposed to flipped classroom strategy and conventional strategies. It was also revealed in the study that there was no significant difference between the posttest means scores of male and female students exposed to flipped classroom strategy and conventional strategies.  Based on this finding, it was recommended among other things that the Nigerian government should organize a seminar among the teachers in secondary schools in each state on the effective use of flipped classroom strategy in their various classes to enhance performance.

Keywords- Flipped classroom strategy, Performance, issues, prospects, educational system

DOI: 10.7176/JEP/10-20-06

Publication date:July 31^st 2019