EFFECT OF FLIPPED CLASSROOM APPROACH ON GENDER AND STUDENTS' PERFORMANCE IN READING COMPREHENSION IN ANKPA LOCAL GOVERNMENT AREA OF KOGI STATE, NIGERIA
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Abstract
The study investigated the effect of Flipped Classroom Approach (FCA) on gender and performance of students in reading comprehension in Ankpa Local Government Area, Kogi State, Nigeria. The study was guided by two research questions and two hypotheses. The pre-test, post-test quasi-experimental design was employed for the study. The population of the study comprised 236 NCE 1 students of English in the four Colleges of Education in Ankpa Local Government Area of Kogi State in the 2023/ 2024 academic session. Using simple random technique, two colleges of education with mixed population were picked for the study. Seventy four first year English-major students in two intact classes constituted the sample for the study. Two Reading Comprehension Performance Tests (RCPT) with 10 objective items on each developed by the researchers were used for data collection. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that students in the experimental group performed better than those in the conventional group and there was no statistically significant difference in the mean performance scores of male and female students taught reading comprehension using FCA. It was therefore recommended among others that lecturers teaching reading comprehension courses be encouraged to use FCA in teaching reading comprehension.
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