Dr Kebe Ibor Ofem, Christiana Eniye Oko & Akanimoh Iniobong Akanimoh
Abstract
The study examined the effects of two flipped classroom models (Group-Based and Standard-Inverted) on students’ achievement in civic education in Calabar Education Zone of Cross River State. The study was guided by three null hypotheses. The quasi experimental design, was adopted. The population of the study comprised of 4,414 SS1 students in all the 95 public secondary schools in the zone. The sample size consisted of 160 SS1 Civic Education students. The instrument used for data collection was the self-constructed National Values Content Achievement Test in Civic Education (NVCATCE). The instrument was subjected to face and content validation. A test blue print was used to develop the instrument. The Kuder-Richardson (K20) method was used to obtain the internal consistency of the instrument and 0.71 reliability coefficient was established. Data collected were analyzed using Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The result showed, among others, that the two flipped models have positive effects on students’ achievement with no significant differences (p<.05) between the models. It was recommended that schools as well as teachers should adopt the group-based and standard-inverted flipped classroom models to facilitate students’ achievement in civic education and other subjects.