EFFECTS OF FLIPPED CLASSROOM TEACHING METHOD ON THE ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE STUDENTS IN SENIOR SECONDARY SCHOOLS IN ABAKALIKI EDUCATION ZONE OF EBONYI STATE.

Abstract

The study was on the effects of flipped classroom method on senior secondary  school students’ achievement in English Language in Abakaliki zone of Ebonyi State. Three specific purposes of study was to: ascertain the effect of the flipped classroom method on students’ mean achievement in English Language; ascertain the effect of the flipped classroom method on the mean achievement of male and female student, examine the interaction effect of instructional strategies and gender on students’ achievement in English Language in Abakaliki education zone of Ebonyi State. Three research questions and three null hypothesis rooted in the purpose of the study were formulated that guided the study. The design of the study was quasi-experimental research design and the population was four thousand, eight hundred and twelve (4,812) senior secondary school students in the public secondary schools in Abakaliki education zone of Ebonyi state. The instrument for data collection was the English language  multiple  Choice Test(ENLMCT), data were analyzed  using mean and standard deviation(SD) for all the research questions while the null  hypotheses  were tested using the analysis of co-variance(ANCOVA). The findings of the study revealed that the mean academic achievement score of senior secondary school students taught English language using the flipped classroom method was higher than those taught English language using the conventional strategies, female senior secondary school students obtained  higher mean scores  than the male students taught English language using the flipped classroom method and that there no interaction effect  between strategies and gender in senior secondary school students’ academic achievement in English language  and the results of data analysis in ANCOVA tables revealed that there were significant differences in the mean scores/ academic achievement of senior secondary school students taught English language using the flipped classroom method. Based on these findings, the researcher recommends that English language teachers should be encouraged to use the flipped classroom method of instruction in the teaching and learning of the subject to enhance students’ active participation in the instructional process rather than being passive learners.