Use of Flipped Classroom Instructional Strategy for Improving Students’ Academic Achievement in Colleges of Education

Resumen

The increasing use of social media by students in tertiary institutions is posing challenges on the effectiveness of traditional lecture method and students’ learning outcome. Students nowadays, have become socially diversified and spend more time on social media at the expense of individual learning. Hence, there is the need for incorporation of the internet based means of communication into teaching-learning process. Therefore, this study integrated social-media platform into teaching-learning activities in college of education through the use of flipped classroom with specific aim of determining its effect on students’ academic achievement. The study adopted a quasi–experimental research design and a sample of 262 Economics students from two Colleges of Education was used. The experimental group was exposed to flipped classroom instruction while the control group was taught using conventional lecture method. Data were collected with the use of an achievement test while descriptive statistics, t-test and ANCOVA were used to analyze data. Findings from the study revealed a significant difference between the mean achievement scores of students taught Economics using flipped classroom instruction and those taught using conventional lecture method (p = 0.00 < 0.05). Also, ability was found to have significant effect on academic achievement (p = 0.00 < 0.05) of students in the flipped class. However, the study revealed that the effect of gender on academic achievement of students taught with flipped classroom instructional strategy was not significant (p = 0.765 > 0.05). Thus, it was concluded that flipped classroom instruction enhanced students’ academic achievement more than conventional lecture method based on these findings. Therefore, the study recommended the use of flipped classroom in colleges of education for improvement of students’ academic achievement.