Abstract:
The world is enriched with technology with all fields employing such in their
daily activities. Teaching with technology has been the subject of several
discussions in various research articles with some calling for the imminent
application of technology by teachers in the classroom regardless of context.
Consequently, this study was conducted to examine the influences that a
technologically rich flipped classroom has on JHS Social Studies learners’
academic attainment within the Aowin Municipality. Adopting the quasi experimental research design, a sample of 100 students and 10 teachers were
selected using multi-stage and convenient sampling techniques respectively.
Tests and questionnaires were the main instruments for data collection from
respondents, the study used descriptive and inferential statistics (t-tests) to
reveal that flipping the classroom significantly influences the JHS Social
Studies learners’ academic achievement. The study also revealed that learners
have positive perceptions about the use of the flipped classroom in teaching
Social Studies in the Aowin Municipality. It was also seen that despite learners’
positive perception in relation to flipping the Social Studies classroom, they face
numerous challenges in learning with the model. Teachers were also seen from
the study to have a positive view about using the flipped classroom
methodology to teach Social Studies within the Aowin Municipality.
Consequently, it was recommended that Social Studies teachers should employ
the model in teaching by minimising the challenges learners face in using the
flipped classroom to learn
