EFFECT OF FLIPPED LEARNING ON PUPILS' ACADEMIC PERFORMANCE IN LITERACY IN ILORIN SOUTH LOCAL GOVERNMENT OF KWARA STATE.
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Date
2023-11-01
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Early Childhood and Primary Education
Abstract
The traditional classroom teaching approach may not be enough to fully
engage pupils in the learning process, and this led to poor academic
performance in literacy. This study makes used of quasi-experimental
design. The population of this study comprises all pupils in Ilorin south
local government. The sampling technique was multistage. The
researcher sampled 15 learners in experimental group and 20 learners in
control group. Two instruments were used for this study, namely flipped
learning instructional guide (FLIG) and pupils' literacy achievement test
(PLAT). The two instruments were validated, and the achievement test
was subjected to reliability. The data for this study were collected using
quantitative methods. Quantitative data were done through pre-tests and
post-tests of literacy administered to the pupils. The data collected
through the pre-tests and post-tests were analyzed using ANCOVA. The
findings of this study revealed there was a significant main effect of
treatment on primary school pupil academic performance in literacy in
Ilorin South Local Government, Kwara State (F = .153, P< 0.05). (1; 28)
Flipped learning and gender had no combined interactive effect on
primary school pupil academic performance in literacy in Ilorin South
Local Government (F (1; 28) =.599; P > 0.05). Based on the findings, it is
recommended that teachers and educators should consider
implementing flipped learning as a teaching strategy, as it has been shown
to have a positive impact on academic performance in literacy.