Assessment of Flipped Classroom Strategies on Students’ Learning Outcomes in Electrical Installation and Maintenance Work in Technical Colleges in Niger State, Nigeria.

Abstract

Persistent under-achievement of technical school students in the national examinations has been a concern issue to educational stakeholders. Poor teaching strategies was identified as one of the major causes of the menace. Therefore, there is need to explore flipped classroom strategy on students’ learning outcomes in electrical installation and maintenance work (EIMW) in technical colleges in Niger State, Nigeria. The study adopted a quasi-experimental design using pretest, posttest, non-randomised, non-equivalent experimental group design. The research was guided by two research questions with two corresponding null hypotheses tested at 0.05 level of significance. One hundred and seventy five electrical students from three technical Colleges were drawn from six technical colleges. From the three schools, a school was assigned Experimental Group I which uses Flipped Classroom Audio Instructional Strategy (FCSIS, n = 85students), another was assigned Experimental Group II and used Flipped Classroom Text Instructional Strategy (FCTIS, n = 30 students), while the third was assigned Experimental Group III, used Flipped Classroom Video Instructional Strategy (FCVIS, N = 60 students). Electrical Installation and Maintenance Work Achievement Test (EIMWAT) was used for data collection. The instrument was pilot tested and data obtained was analysed using Pearson Product Moment Correlation (PPMC) coefficient and 0.91 reliability coefficient was obtained. Descriptive statistics Mean and Standard Deviation was used to answer the research questions. ANCOVA was used to analysed the hypotheses at 0.05 alpha level. Findings revealed that students taught EIMW using FCVIS achieved better than those taught using FCAIS and FCTIS respectively. The study also revealed that students taught EIMW using FCVIS retained better than their counterparts in FCAIS and FCTIS. It could therefore be concluded that, FCVIS should be encouraged in instruction delivery to enhance students’ achievement and retention in EIMW in technical