The Effectiveness of the Flipped Classroom Strategy on the achievement in Islamic Religious Studies Among Junior Secondary School Students at Egbedore Local Government, Osun State, Southwest Nigeria.pdf

Abstract

The present study aimed to investigate the effectiveness of the Flipped Classroom Strategy on students’ achievement in the Islamic Religious Studies at JSS3 school at Egbedore Local Government, Osun State in Nigeria. The study sample comprised two classes of JSS3 students assigned to the experimental group from Ido-Osun High school, which comprised (18) students taught via the flipped classroom strategy. The control group consisted of (20) students from Ojo-Aro Grammar School taught by the traditional method. The study adopted an experimental design, and an achievement test prepared and developed by researchers was administered to both groups for pre-and post-treatment. The findings revealed statistically significant differences at α≤005) in students' achievement in favor of the experimental group. Furthermore, results showed statistically significant differences on (α≤005) in the experimental group pre-post-achievement in favour of the post-achievement. In light of the study findings, the study recommended using the flipped classroom strategy for teaching Islamic Religious Studies Subject at Junior Secondary School due to its positive effects on student achievement. They also suggested further research on the flipped classroom strategy on academic achievements in other communities, samples, and subjects