Paper Contents
Abstract
The flipped classroom, a type of blended learning approach where students receive multimedia introductions to the subject matter at home and practice it extensively in class, is thought to be one of the most relatively easy modern methods of making use of instructional technology without compromising the fundamentals of traditional education, which are primarily interaction between students and lecturers. This study aimed at determining the effect of flipped classroom learning approach on academic performance of science, technology and engineering students towards algebra and elementary trigonometry. The study employed a pretest-posttest quasi-experimental design with a population of all National Diploma One (ND I) students enrolled in algebra and elementary trigonometry courseat a polytechnic, of which 120 students comprise the sample. Data were collected using a developed pretest and posttest. A pilot test of the instruments was carried out with students who were not in the sample but are in the population, and Cronbachs alpha was used to determine the reliability coefficient, which turned out to be 0.81. The data was analyzed using t-test, mean, and standard deviation statistics. The results showed that students who were taught algebra and elementary trigonometry using the flipped classroom technique performed better than their counterparts who were taught using the conventional method. To help students improve their performance in algebra and elementary trigonometry, it was recommended that lecturers shoulduse the flipped classroom learning approach.Keywords: Flipped classroom, academic performance, algebra and elementary trigonometry
Copyright
Copyright © 2024 Faruk Abdullahi . This is an open access article distributed under the Creative Commons Attribution License.
