Ofem, Kebe Ibor, Ekpo O. Ekpo-Eloma & Ikongshul, Gloria Ukongkwen
Abstract
This need to encourage secondary school teachers’ use of the flipped classroom instructional strategy in secondary schools is germane. The study investigated teachers’ Utilization of the Flipped Classroom Blended Learning Strategy in the Teaching of Government and Civic Education in Calabar South Local Government Area of Cross River State. Three research questions and three hypotheses were formulated to guide the study. Descriptive survey research design was used for the study. The population consisted of 150 senior secondary school Government and Civic Education teachers in the 25 secondary schools in Calabar South Local Government Area. The sample of the study comprised 50 senior secondary school teachers of Government and Civic Education drawn through stratified random sampling. The instrument used for data collection was questionnaire titled Utilization of Flipped Classroom Blended Learning Strategy Questionnaire UFCBLSQ. Independent t-test statistical tool was used for data analysis and result revealed that that there was no significant difference in the awareness level of male and female government and civic education teachers of flipped classroom strategy. Finding also showed that there was no significant difference between male and female government and civic education teachers on the basis of competence. It also indicated that there was no significant difference between male and female government and civic education teachers on the basis of utilization of flipped classroom strategy. Based on these findings, it was recommended among others that there should be creation of awareness among teachers about flipped classroom strategy. The teachers should also be trained on how to make use of flipped classroom strategy in their instruction.