EFFECTS OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY ON ECONOMICS STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN COLLEGES OF EDUCATION IN KWARA STATE, NIGERIA

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dc.contributor.authorHassan, Kadiri
dc.date.accessioned2023-12-13T07:56:59Z
dc.date.available2023-12-13T07:56:59Z
dc.date.issued2021-02-04
dc.description.abstractThis study investigated the effects of flipped classroom instructional strategy on Economics students’ academic achievement and retention in Colleges of Education in Kwara State. Six (6) research questions and six (6) hypotheses were formulated to guide the conduct of the study. The study adopted a quasi-experimental design specifically, a pretest, posttest, post posttest, control group design. The target population comprised 1,053 NCE Economics students in state-owned Colleges of Education in Kwara State for 2017/2018 academic session. A sample of 262 NCE II Economics students from the two Colleges of Education in the state was used for the study. Macroeconomics Achievement Test (MAT) was used to collect data. The instrument was validated by experts and validity index of 0.84 was obtained. The reliability of the instrument was determined through Kuder Richardson formula (K-R21) and reliability index of 0.80 was obtained. The means and standard deviations were used to answer the research questions while hypotheses were tested at 0.05 alpha level using Analysis of Covariance (ANCOVA) with pretest as covariate. Findings from the study revealed that there was significant difference between the achievement mean score of students taught Economics using flipped classroom instruction and the achievement mean score of those taught using conventional lecture method (p = 0.000.05). Also there was significant difference between the retention mean score of students taught Economics using flipped classroom instruction and the retention mean score of those taught using conventional lecture method (p = 0.000.05). It was also revealed that gender has no significant effect on academic achievement (p = 0.765>0.05) and retention (p = 0.745>0.05) of students taught Economics using flipped classroom instructional strategy. However, ability has significant effect on academic achievement (p = 0.000.05) and retention (p = 0.000.05) of students taught Economics using flipped classroom instruction. Thus, it was concluded that flipped classroom instruction enhanced students’ academic achievement and retention in Economics more than conventional lecture method based on these findings. Therefore, the study recommended that the managements of Colleges of Education should encourage the use of flipped classroom in teaching and learning of Economics to improve the academic achievement and retention of students. Also, Economics teachers should adopt flipped classroom method to enhance students’ academic achievement and retention. xien_US
dc.identifier.urihttps://keffi.nsuk.edu.ng/handle/20.500.14448/4306
dc.language.isoenen_US
dc.publisherDepartment of Education Foundations, Nasarawa State University Keffi.
dc.titleEFFECTS OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY ON ECONOMICS STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN COLLEGES OF EDUCATION IN KWARA STATE, NIGERIAen_US
dc.typeThesisen_US

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