Gender Differentials In The Use Of Flipped Classroom Instructional Models In Enhancing Achievement And Retention In Oral-English Contents Of Senior Secondary School In Minna, Niger State, Nigeria

Document Type : Original Article


1 Fati Lami Abubakar Institute for Legal and Administrative Studies, Minna, Nigeria

2 Department of Educational Technology, Federal University of Technology, Minna, Nigeria

3 Faculty of Education, Usman Dan-Fodio University, Sokoto, Nigeria

4 Department of Social Science Education, University of Ilorin, Nigeria

5 Department of Educational Technology, University of Ilorin, Nigeria

6 Department of Science, Technology & Mathematics Education, Osun State University, Nigeria


This study investigated gender differentials in the use of flipped classroom instructional models in enhancing achievement and retention in Oral-English contents of senior secondary school in Minna, Niger state, Nigeria. The study adopted a quasi-experimental design using pretest, posttest, non-randomized, non-equivalent control group design. The research was guided by two research questions with corresponding two null hypotheses tested at 0.05 level of significance. The target population for the study was all senior secondary school (SSS) students offering English Language in Minna, Niger State. Multi-stage sampling was used to select three schools and 125 students (69 males and 56 females) students. The contents of the Oral-English were developed into video instructional package. Oral-English Performance Test (OPT) was used for data collection which was validated by 10 experts and pilot tested on 45 SSS II students, the data obtained was analyzed using Pearson Product Moment Correlation (PPMC) and a reliability coefficient of 0.96 was obtained. The data collected were analyzed using descriptive statistics of mean and standard deviation to answer the research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test the research hypotheses. The findings of the study revealed that: the students taught Oral-English using Flipped Classroom Strategy (FCS) performed better irrespective of gender. The retention level of male and female students taught Oral-English using Flipped Classroom Strategy was high without discrimination. Based on the findings, appropriate recommendations were made.

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