Effect of flipped classroom instructional strategy on secondary school student achievement and retention in computer studies
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.
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References
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