Gender Differentials In The Use Of Flipped Classroom Instructional Models In Enhancing Achievement And Retention In Oral-English Contents Of Senior Secondary School In Minna, Niger State, Nigeria
Kutigi, U., Gambari, I., Tukur, K., Yusuf, T., Daramola,, O., Abanikannda, O. (2023). Gender Differentials In The Use Of Flipped Classroom Instructional Models In Enhancing Achievement And Retention In Oral-English Contents Of Senior Secondary School In Minna, Niger State, Nigeria. EKB Journal Management System, 2(1), 1-21. doi: 10.21608/ijahr.2022.256372
Usman Kutigi; Isiaka Gambari; Kadage Tukur; Taiwo Yusuf; Olutunu Daramola,; Oluwafemi Abanikannda. "Gender Differentials In The Use Of Flipped Classroom Instructional Models In Enhancing Achievement And Retention In Oral-English Contents Of Senior Secondary School In Minna, Niger State, Nigeria". EKB Journal Management System, 2, 1, 2023, 1-21. doi: 10.21608/ijahr.2022.256372
Kutigi, U., Gambari, I., Tukur, K., Yusuf, T., Daramola,, O., Abanikannda, O. (2023). 'Gender Differentials In The Use Of Flipped Classroom Instructional Models In Enhancing Achievement And Retention In Oral-English Contents Of Senior Secondary School In Minna, Niger State, Nigeria', EKB Journal Management System, 2(1), pp. 1-21. doi: 10.21608/ijahr.2022.256372
Kutigi, U., Gambari, I., Tukur, K., Yusuf, T., Daramola,, O., Abanikannda, O. Gender Differentials In The Use Of Flipped Classroom Instructional Models In Enhancing Achievement And Retention In Oral-English Contents Of Senior Secondary School In Minna, Niger State, Nigeria. EKB Journal Management System, 2023; 2(1): 1-21. doi: 10.21608/ijahr.2022.256372

Gender Differentials In The Use Of Flipped Classroom Instructional Models In Enhancing Achievement And Retention In Oral-English Contents Of Senior Secondary School In Minna, Niger State, Nigeria

International Journal of Advanced Humanities Research
Volume 2, Issue 1, June 2022, Page 1-21  XML PDF (717.76 K)
Document Type: Original Article
DOI: 10.21608/ijahr.2022.256372
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Authors
Usman Kutigi1; Isiaka Gambari2; Kadage Tukur3; Taiwo Yusuf4; Olutunu Daramola,5; Oluwafemi Abanikannda6
1Fati Lami Abubakar Institute for Legal and Administrative Studies, Minna, Nigeria
2Department of Educational Technology, Federal University of Technology, Minna, Nigeria
3Faculty of Education, Usman Dan-Fodio University, Sokoto, Nigeria
4Department of Social Science Education, University of Ilorin, Nigeria
5Department of Educational Technology, University of Ilorin, Nigeria
6Department of Science, Technology & Mathematics Education, Osun State University, Nigeria
Abstract
This study investigated gender differentials in the use of flipped classroom instructional models in enhancing achievement and retention in Oral-English contents of senior secondary school in Minna, Niger state, Nigeria. The study adopted a quasi-experimental design using pretest, posttest, non-randomized, non-equivalent control group design. The research was guided by two research questions with corresponding two null hypotheses tested at 0.05 level of significance. The target population for the study was all senior secondary school (SSS) students offering English Language in Minna, Niger State. Multi-stage sampling was used to select three schools and 125 students (69 males and 56 females) students. The contents of the Oral-English were developed into video instructional package. Oral-English Performance Test (OPT) was used for data collection which was validated by 10 experts and pilot tested on 45 SSS II students, the data obtained was analyzed using Pearson Product Moment Correlation (PPMC) and a reliability coefficient of 0.96 was obtained. The data collected were analyzed using descriptive statistics of mean and standard deviation to answer the research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test the research hypotheses. The findings of the study revealed that: the students taught Oral-English using Flipped Classroom Strategy (FCS) performed better irrespective of gender. The retention level of male and female students taught Oral-English using Flipped Classroom Strategy was high without discrimination. Based on the findings, appropriate recommendations were made.
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