Influence of Flipped Classroom Model on the Academic Achievement of Jhs Social Studies Learners in the Aowin Municipality

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