Flipped Classroom Strategy and Nigerian Educational System: Issues, Problems and Prospects

This study examined the effect of e-learning on junior secondary school students’ academic achievement in Social Studies in Lafia Local Government Area of Nasarawa State. A quasi-experimental pretest-posttest intact classes’ research design was adopted. A population of 233 JSS II Students from two public secondary school in Lafia will be used. The total Population sampling technique was employed, therefore the whole 233 students drawn from the two schools constituted the respondents. A Social Studies Students Objectives Academic Test (SSSOAT) was the instrument for data collection. The content validity of the instrument was done using a table of specification and the reliability was determined using the test re-test method and a coefficient 0f 0.82 was obtaine. The two research questions were analysed and answered using mean scores and standard deviation, while postulated hypotheses were tested at 0.05 level of significance using independent t-test. The findings revealed that there was a significant difference in the posttest achievement scores between the experimental and control groups (p<0,05). The experimental group had a higher posttest meant score compared to the control group. The result further revealed the difference in posttest scores between male and female students in the experimental group is statistically significant (p<0,05), it showed male students in the experimental group had a higher posttest mean score compared to their female counterparts. The study concluded that e-learning tools has an effect on the academic achievement of junior secondary school students in Lafia Local Government Area of Nasarawa state. The study recommends among others the e-learning tools be implemented in the control group to further assess their impact on achievement scores and ensure a more balanced approach to learning across groups.

The purpose of the study was to determine the effect of blended teaching method on Junior Secondary School Students Academic Achievement in Basic Technology subject in Biu Educational Zone of Borno State, Nigeria. Two research questions and two null hypotheses were formulated to guide the study. The study adopted quasi-experimental design of pretest, posttest nonrandomized, nonequivalent control group design. The population of the study was 22,968 Junior Secondary School students offering Basic Technology in 14 Government Secondary Schools in Biu Educational Zone of Borno State. Purposive sampling technique was used to select two Junior Secondary Schools for the study. The total sample size was 182 students in their JSS II. The instrument for data collection was developed by the researchers titled: "Basic Technology Achievement Test (BTAT)". The instrument was validated by three experts and 0.88 reliability index was obtained using Cronbach Alpha method. Mean statistic was used to answer the research questions while z-test and ANOVA were used to test the null hypotheses at 0.05 level of significance. Findings of the study revealed among others that mean achievement scores of students in the experimental group was higher than those in the control group; both males and females academic achievements increased significantly when taught using blended teaching method than those taught using lecture method. Based on the findings, the following recommendations were made: Government should ensure that teaching process in junior secondary schools in Borno State should not rely on the traditional pattern of instructional delivery but should incorporate blended learning in the process; teachers teaching basic technology subject should expose the students to various modes of blended supported learning management system to promote studentcentered instructional approach, students 'autonomy to knowledge acquisition, and student-self-discovery learning.

The present study aimed at identifying the effectiveness of using the flipped classroom strategy in developing phonological awareness and its effect on oral comprehension skills among the second year preparatory students in official language schools kalyobyia governorate. The sample of the study consisted of (60) pupils randomly selected from the preparatory second year in Ahmed Zewail official language school. They were randomly assigned into two groups: the experimental group N = (30) and a control group N = (30) pupils. Results of the study revealed the effectiveness of using the flipped classroom strategy in developing phonological awareness among the second year preparatory students. There was a statistically significant difference at the level of (0.01) between the mean scores of the experimental group students in the pre and posttest of the phonological awareness test and on the oral comprehension test in favor of the posttest. Also, there was a statistically significant difference at the level of (0.01) between the mean scores of the experimental group students and those of the control group students in the posttest of the phonological awareness test and on the oral comprehension test in favor of the experimental group students. Therefore, the study revealed the effectiveness of the flipped classroom strategy in developing the phonological awareness and there was a correlation relation between the phonological awareness and the oral comprehension that indicated where the phonological awareness increased, oral comprehension will be increased.

Purpose This study aimed to evaluate the effectiveness of a domain-specific hybrid teaching model for the undergraduate Electric and Hybrid Vehicles course. The model integrates traditional lectures, flipped classroom strategies, and project-based learning to improve student engagement, learning outcomes, and practical application skills. It also examines the potential of AI-based predictive analytics in monitoring and enhancing student performance. The broader purpose is to align teaching methods with NBA and ABET accreditation standards and explore opportunities for scalable implementation in engineering education. Design/methodology/approach A quasi-experimental mixed-methods design was used. The experimental group (n = 30) was taught using the hybrid model comprising traditional lectures (20%), flipped classroom strategies (50%), and project-based learning (30%). The control group (n = 30) received conventional instruction. Pre- and post-test scores measured knowledge gain, while project outcomes assessed practical learning. Student engagement was predicted using an AI-driven decision tree classifier trained on Moodle activity data. Quantitative analysis was supported with qualitative feedback to assess satisfaction levels and perceived learning improvements. Findings The experimental group demonstrated a 41.67% improvement in post-test scores compared to a 20.69% gain for the control group, with large effect sizes indicating strong impact. The AI-driven classifier achieved 87% accuracy in predicting student engagement, enabling targeted interventions for at-risk learners. Student satisfaction levels were high at 88%, and project outcomes showed marked improvement in creativity, technical quality, and teamwork. These findings confirm the hybrid model's effectiveness in enhancing conceptual understanding, practical application, and learner engagement beyond what conventional teaching methods deliver. Research limitations/implications The study was conducted with a relatively small sample size (n = 60) from a single institution, which may limit generalizability. The focus was restricted to one specialized course, so further research is required to validate the model across multiple domains and disciplines. Long-term retention of knowledge and transferability to professional contexts were not measured. Future studies could expand the sample, apply advanced AI methods for predictive analytics, and investigate scalability in diverse institutional settings. These findings imply the potential for hybrid pedagogy and AI-based learning analytics in engineering education. Practical implications The hybrid model provides engineering educators with a structured, evidence-based teaching approach that enhances both theoretical knowledge and applied skills. The integration of AI-driven engagement monitoring enables proactive support for students, reducing dropout risks and improving academic outcomes. Institutions can adopt this framework to align with NBA and ABET accreditation requirements while improving student readiness for industry challenges. The approach is scalable, making it feasible for wider implementation across technical courses. Project-based components foster innovation, teamwork, and problem-solving skills, directly benefiting professional preparedness. Social implications By enhancing engineering education quality C, the hybrid model contributes To Producing More industry-ready graduates who are skilled in emerging areas like Electric and Hybrid Vehicles. The integration of AI for learning analytics demonstrates how technology can personalize education and support equity by identifying and assisting struggling learners early. Improved student satisfaction and engagement can foster a culture of lifelong learning. Broader adoption of such models can strengthen the technical workforce C contributing to sustainable mobility solutions and addressing global challenges in clean energy and transportation. Originality/value This study is among the first to design and test a domain-specific hybrid teaching model in Electric and Hybrid Vehicle education, combining flipped classroom, project-based learning, and lectures in a structured ratio. The integration of AI-driven predictive analytics adds a novel dimension by enabling personalized interventions based on student engagement data. The research provides empirical evidence of significant learning gains, improved project outcomes, and alignment with international accreditation standards. Its value lies in demonstrating a scalable, replicable, and innovative framework for modern engineering education.

This study examined the mother tongue and academic achievement of English-language students in selected senior secondary schools in Ekiti State. The study employed the quasi-experimental research design. The instrument for data collection was a semi-structured questionnaire. The instrument was subjected to both validity and radiality tests. Data was collected among 240 students in junior secondary schools in two selected cities in Ekiti State. Data collected were analysed using descriptive and inferential statistics (ANCOVA) at P<0.05 significance level. Findings from the study exposed that the mother tongue had a mean score of 16.55, while those taught using the English Language and a combination of English language and mother tongue had mean scores of 17.95 and 17.06 before treatment. On exposure to treatment, students in the mother tongue group had the highest mean score of 32.20, followed by those exposed to a combination of English Language and mother tongue (mean=28.68) while those taught with English Language had the lowest mean score of 24.25. The result shows that achievement mean scores of female students in all the groups slightly outweighed their female counterparts except those taught using the English Language. That is male-mother tongue (mean=31.28), female-mother tongue (mean=33.13), male-English Language (mean=24.47), female-English Language=24.02), male-English Language+ mother tongue (mean=28.20), female-English Language +mother tongue (mean=29.15). The result shows that achievement mean scores of urban students in all the groups slightly outweighed their rural counterparts except those taught using a combination of English Language and mother tongue. That is, rural-mother tongue (mean=33.13), urban-mother tongue (mean=31.20), rural-English Language (mean=24.02), urban-English Language=24.65), rural-English Language+ mother tongue (mean=29.15), urban-English Language +mother tongue (mean=28.68). There is a significant difference in the performance mean scores of students taught using English Language, mother tongue and combination of English Language and mother tongue before and after treatments. The treatment accounted for about 32.4% (Eta2 = 0.324) of the observed variance in the performance mean scores of students. The study concluded that the mother tongue is crucial and must be considered in teaching teaching-learning process for better academic performance of students in the English language.

This study investigated the effect of project on academic achievement of civic education students in junior secondary schools in Nasarawa Eggon Local Government Area, Nasarawa State. The research adopted a quasi-experimental (pre-test/post-test) research design. Three research questions as well as three hypotheses were formulated to guide the study. The population of the study comprises of J S II students’ in junior secondary schools in Nasarawa Eggon. A sample size of 190 respondents was used for this study. Teacher’s made (30) achievement test items were employed as instrument for collection of data, named; Civic education academic achievement test (CEAAT). Data collected were analysed using mean and standard deviation to answer research questions while analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings from the study revealed that: there is a significant difference in the mean achievement score of students taught civic education using project method and those taught using the conventional method; there is a slight significant difference in the mean achievement score of male and female students taught civic education using project method; there is a significant difference in the achievement score of rural and urban students taught civic education using project method. The study concludes and recommend that, project method will best complement the conventional method of teaching civic education as it enhances better academic achievement; if the female students are given a fair learning ground to learn in all aspect without gender disparities, there is every tendency for them to do better than their male counterparts.

With the development of pedagogical innovation, the flipped classroom is one of the most effective, innovative, and student-centered teaching strategies of our time that reduce the limitations of traditional transmission strategies of education. In the flipped classroom, students accessed instructional content and course reading at home via videos, whereas class time was dedicated to interactive learning activities, problem-solving exercises, and discussions guided by the teacher. This approach shifts the typical lecture-to-homework sequence, allowing for more interactive and engaged learning in class. Our study aims to evaluate the impact of the flipped classroom on improving the comprehension of genetics and student performance. To this end, we conducted a descriptive experiment from a quantitative perspective. Two different study groups were formed: a control group following a traditional teaching approach which involved in-class lectures followed by homework assignments, and an experimental group using the flipped classroom strategy. This approach allowed us to compare the impact of the flipped classroom methodology against traditional teaching methods. The study collected pre-test and post-test data to evaluate comprehension and performance improvements. The data from this study were analyzed using descriptive statistics and t tests to compare the results of the control and experimental groups and to draw conclusions based on numerical evidence. The results show that students in the experimental group achieved better posttest scores and developed their cognitive abilities than those in the control group. The difference between the standardized learning gains of the two groups was statistically highly significant. This research demonstrates the positive effects of the flipped classroom on the development of learners' cognitive abilities, a strategy centered on learners' needs, and an appropriate integration of technologies.

Background: Anatomy education has traditionally relied on didactic lectures, but innovative approaches such as the flipped classroom are increasingly being explored to promote active learning, engagement, and deeper understanding. Objective: To evaluate the effectiveness of the flipped classroom compared to traditional lectures in teaching histology to first-year MBBS students. Methods: A quasi-experimental crossover study was conducted among 150 first-year MBBS students. Two histology topics (stomach and small intestine) were taught using the flipped classroom and didactic lecture methods. Pre-test, mid-test, and post-test scores were recorded using multiple-choice questionnaires. Group A initially underwent flipped classroom teaching, and Group B didactic lectures for Topic 1, followed by crossover for Topic 2. Statistical analysis was performed using paired and independent t-tests. Results: The participants comprised 150 first-year MBBS students (52% female; mean age 19.4 ± 0.8 years). Both teaching methods significantly improved student performance. Didactic lectures showed greater short-term gains (mean post-test = 9.48 ± 1.33 vs. 8.92 ± 1.73; p < 0.05). The flipped classroom group demonstrated a steady incremental improvement from pre-test (6.98 ± 1.94) to mid-test (7.25 ± 2.17) and post-test (8.92 ± 1.73), confirming progressive learning and retention (p < 0.001). Conclusion: Didactic lectures remain effective for achieving rapid short-term learning gains, whereas the flipped classroom fosters gradual improvement, learner autonomy, and deeper engagement. Recommendations: A blended, context-sensitive approach integrating both lectures and flipped classroom strategies is recommended to optimize learning outcomes in anatomy education. Future studies should assess long-term knowledge retention, adaptability, and the role of technology-enabled blended models across diverse medical curricula.

The paper examined Mathematics Education and Entrepreneurial Skills Development, among Junior Secondary School Students’ in Tai Local Government Area of Rivers State. Descriptive research design was employed for the study. Three research questions and three hypotheses guided the study. The population of the study consisted of 2000 JSS3 students from ten (10) public secondary schools in Tai Local Government Area of Rivers State. Simple random sampling technique was used to draw a sample of 333 JSS3 students, using Taro Yamane to determine the sample size. Self-structured instrument titled ‘’Mathematics Education and Entrepreneurial Skills Development Questionnaire’’ was used for data collection. The reliability of the instrument was established through Cronbach Alpha which yielded reliability coefficient of 0.84. Mean and Standard Deviation were used to answer the research questions, while simple regression associated with t-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that there was no significant difference on the extent integrating entrepreneurial skills training into Mathematics education for problem-solving abilities there was no significant difference on the effectiveness pedagogical approaches to merge with mathematics education with entrepreneurial skill development. Finally, there is significant difference on the role hands-on practical application played in enhancing the assimilation of mathematical concepts in entrepreneurial skill development for Junior Secondary School students in Tai Local Government Area. The study recommended school management should encourage collaborative learning and critical thinking by integrating entrepreneurial skills development with mathematics education. This can be done through group projects, allowing students to brainstorm solutions to entrepreneurial challenges using mathematical principles. Teachers with a strong Mathematical foundation who are diverse in content and subject matter should encourage students to explore diverse business ideas, promoting creativity and innovation alongside mathematical proficiency.

Academic stress is a prevalent challenge among junior secondary school students, often affecting their cognitive abilities and overall academic performance. Consequently, this study examined the effectiveness of counselling services in reducing academic stress and promoting critical thinking among junior secondary school students in Anambra State. A descriptive survey design was adopted, and data were collected from 72 respondents, comprising junior secondary school teachers and school counsellors who interact with students and provide counselling support. A structured questionnaire served as the instrument for data collection, ensuring comprehensive insight into the role of counselling services. Experts in the field validated the instrument, and its reliability was established using Cronbach’s alpha. Data were analyzed using descriptive statistics and regression analysis to test the hypotheses at a 0.05 level of significance. The findings revealed that counselling services significantly reduce academic stress and enhance critical thinking skills among students. The study underscores the necessity of strengthening counselling services within schools to support students' academic and personal development. It recommends that policymakers and school administrators integrate more structured counselling interventions to foster resilience and cognitive skills among students.

Global Coronavirus Pandemic and the Improvised Online Lectures Perspectives in Select Universities in South-South, Nigeria

This study investigates the effects of class size, high school accounting, aptitude and attitude on learning , measured by the difference between post-test and pre-test scores, in an undergraduate financial accounting class, after controlling for students' major and semester level. Statistical analysis showed that scores of students in small classes improved by 48%, while scores of students in the large classes improved by 6% percent, implying a decline in learning by 88% by shifting to larger classes. High school accounting was found to improve pre- and post-test scores but the improvement on their post-test scores was significantly lower, implying a diminishing effect of high school accounting on performance as the complexity of the course material increases. We also found that midterm grade (aptitude) and changes in perception about the relevance of the class on business-related issues (attitude) motivate learning.

&lt;p&gt;This study examined the effects of peer-led, inquiry-based, and lecture instructional strategies on students’ achievement and retention in basic science in Delta Central Senatorial District. 5 research questions and 5 hypotheses guide the study. The pretest-posttest delayed-posttest planned variation quasi-experimental design was employed for the study. The population of the study consisted of 82,712 JSII basic science students in the 183 public secondary schools. The sample size is 292 basic science students selected from 6 public mixed junior secondary schools. The instrument for data collection, which was duly face and content validated, was the Basic Science Achievement Test (BSAT). The instrument, with a reliability coefficient of 0.79, was established using the Kuder-Richardson Formula – 21 (K-R-21). All research questions were answered using mean and standard deviation, while the hypotheses were tested at a 0.05 level of significance with t-test, and ANCOVA. The study found that; there is a significant difference in the mean achievement scores among students taught basic science using peer-led, inquiry-based and lecture instructional strategies, there is a significant difference in the mean retention scores among students taught basic science using peer-led, inquiry-based and lecture instructional strategies, there is no significant difference in the mean achievement scores of male and female students taught basic science using peer-led, inquiry-based and lecture instructional strategies, there is no significant interaction effect of method and gender on basic science students’ achievement, and there is a significant interaction effect of method and gender on basic science students’ retention. the study, therefore, concluded that the peer-led instructional strategy and the inquiry-based instructional strategy are more effective in enhancing basic science students’ achievement and retention than the lecture method. The study also, amongst others, recommends that basic science teachers should adopt the use of peer-led instructional strategy in teaching basic science in junior and senior secondary schools.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu/0217/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The study investigated the effects of process-oriented instructional strategies on the spatial abilities of basic science students in Kogi state. Spatial ability contributes immensely to the understanding of science. 702 basic nine students, made up of 316 boys and 386 girls were used for the study. While the experimental group was taught topics in basic science using process-oriented instructional strategies, the control group was taught with lecture method. Variables such as gender and teaching strategies informed the direction of the investigation. Four null hypotheses were formulated and tested at the 0.05 level. Three research instruments; Spatial Ability Test (SAT), reliability 0.81, Basic Science Achievement Test I (BSAT I), reliability 0.87, and Basic Science Achievement Test II (BSAT II) with a reliability of 0.85 were used. Data analysis utilized percentages, frequencies, means, and t-test for independent samples. The results showed that no significant differences in basic science achievement between boys and girls taught by lecture method and those of process-oriented instructional strategies were found. Significant differences were found between the spatial abilities of girls taught by lecture and those taught by process-oriented instructional strategies and between boys taught by lecture and those taught by process-oriented instructional strategies. It was recommended that boys and girls could be taught together; thus solving the problem of space and materials/resources often expensive and relatively scarce in many Nigerian schools. Teachers should emphasize the process-oriented instructional strategies in science teaching.

This study examines the provision and effective usage of Instructional Materials in Primary Schools in Niger State. The study was carried out in the three senatorial zones of Niger State. Descriptive survey designed was adopted for the study. Five null hypotheses were formulated to guide the study and tested at 0.05 level of significance. The sample of three hundred (120) Teachers including the Head-teachers was draw from the population through random sampling technique from the three senatorial zones using ten (10) primary schools from each Senatorial Zone of Bida, Minna/Suleja and Kontagora. The instrument Provision, Availability and Effective Use of Instructional Materials in Primary Schools (PAEUIMP) was used for data collection after been validated by three research experts and pilot test was conducted to ascertain its reliability. The reliability was obtained using Cronbach Alpha with index of 0.79.Simple percentage was used to analyzed the demographic data while Inferential statistics of t-test was used to test the five the research hypotheses formulated. The results revealed among others that instructional materials are not sufficiently available in all the Zones while male teachers use instructional materials more frequently than their female counterparts’ and teachers qualification and teaching experience also do affect the usage of instructional materials. It is therefore recommended that government should intensify effort in the provision of more instructional materials to primary schools in the state, workshop should be organize for teachers on the effective use instructional materials and government should also supervise and monitor the fund allocated for the purchase of instructional materials.