The Attitude of Undergraduate Students On The Utilization of Flipped Classroom For Learning In South-West, Nigeria
DOI:
https://doi.org/10.30631/ijer.v5i1.127Keywords:
Attitude, Undergraduate Students, Utilization, Flipped Classroom, LearningAbstract
ICT encourages students to improve their literacy and numeracy skills and to recognise their existing abilities. In this critical moment of Technological breakthrough, the reputation of education to mankind cannot be overstressed. The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. The roles of students have a corresponding change from passive participants to positive participation. This study investigated the attitude of undergraduate students towards the use of flipped classroom for learning in South west, Nigeria and also examined the influence of gender and school ownership on their attitude towards the use of flipped classroom. A cross-sectional survey type was adopted in this study. A researcher designed questionnaire was used to collect information. One thousand, eight hundred undergraduate students were randomly selected across twelve universities in South West region of Nigeria. Frequency, mean and percentage was used to analyze the responses to the research questions. Hypothesis 1 was tested using t-test while hypothesis 2 was tested using Analysis of variance (ANOVA) at 0.05 level of significance. The findings established that undergraduate students have positive attitude towards the use of flipped classroom for learning. It was then recommended that stakeholders in education should procure necessary equipment for flipped classroom
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References
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Onasanya, S. A., Shehu, R. A., Ogunlade, O. O., & Adefuye, A. I. (2011). Teacher’s Awareness and Extent of Utilization of Information Communication Technologies for Effective Science and Health Education in Nigeria. Singapore Journal of Scientific Research, 1(1) (http://dx.doi.org/10.3923/sjsres.2011.49.58), 49-58.
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Ozad, B. E., Kutoglu, U. (2010). The use of Internet in media education. The Turkish Journal of Educational Technology, 9(2), 245-255.
Rajasekhar, P., Veena, C. N. & Kumar, S. (2018). Gender differences in Internet preferences and usage pattern among medical students. National Journal of Physiology, Pharmacy and Pharmacology, 8(5), 683-686
Rani, S. &Muniandy, B. (2017). The Effect of Flipped Classroom on Students’ Engagement. Technology, Knowledge, and Learning. DOI: 10.1007/s10758-017-9343-y. Retrieved from http://online-journals.org/index.php/i-jet/article/download/7816/4795
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Sanchal, A. & Sharma, S. (2017). Students attitudes towards learning mathematics: Impact of teaching in a sporting context. Teachers and Curriculum, 17(1), 89-99.
Sanni, T. A., Amosa, A. A., & Danmaigoro, H. (2017). Technology education students' use of web-based instruction for learning: A case study of University of Ilorin, Nigeria. Conference Proceedings Association for Innovative Technology in Education (AITIE 2017) (pp. 231-328). Ilorin: Association for Innovative Technology in Education.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2(1), 3–10.
Van Braak, J. (2001). Factors Influencing The Use of Computer Mediated Communication by Teachers in Secondary Schools. Computers & Education, 36, 41-57.
Yacout, D. A. A. & Shosha. A. A. F., (2016). Nursing Students’ Perceptions Towards Flipped Classroom Educational Strategy. Journal of American Science, 12 (2), 2375 – 7264. Retrived by http://www.jofamericanscience.org.
Yusuf, M.O. (2005). Information and communication education: Analyzing the Nigerian national policy for information technology. International Education Journal 6 (3), 316-321.
Adegbija, M. V., Fakomogbon, M. A., & Adebayo, M. S. (2013). Roles of broadcast media for instructional delivery in open and distance learning: Nigeria as a Case Study. European Scientific Journal , 9 (23), 279-290.
Amosa, A. A., Ogunlade, O. O., Ogunlade, A. A., & Obielodan, O. O. (2016). Enhencing learning through information and communication technology: University of Ilorin pre-service teachers' perception. Malaysian Journal of Distance Education, 18 (1), 71-85.
Bamidele, E. M. & Olayinka, T. A. (2012). Teachers’ perception of Integrating the use of Mobile phones into teaching in public senior secondary schools in Nigeria. NAEMT International conference proceedings 159-171.
Bergmann, J. & Sams, A. (2012). Flipped your classroom: Reach every student in every class every day. USA: International Society for Technology in Education. Available at: www.amazon.com.retrived.
Bergmann, J. & Sams, A. (2012). Flipped your classroom: Reach every student in everyclass every day. USA: International Society for Technology in Education. Available at: www.amazon.com.retrived
Bergmann, J., & Sams, A. (2014). Flip Your Classroom. Reach Every Student in Every Class Every Day. SM. Retrieved from http://goo.gl/Y1bAWz.
Bola, O. O., & Ogunlade, O. O. (2012). Accessibility and Utilization of Internet Service by Graduate Students in University of Lagos, Nigeria. International Journal of Humanities and Social Science , 2 (17), 254-258.
Briggs, T., Ololube, N. P., Kpolovie, P. J., Amaele, S., & Amanchukwu, R. N. (2012). Evaluating the quality of public early childhood education and Vision 20: 2020: the role of government. African Journal of Economic and Sustainable Development, 1(3), 243–264.
Carballo, A. L. (2014). Reflections on Blended Learning. El Guiniguada, 23, 63–70. Retrieved from http://goo.gl/hmhH2p.
Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™ Retrieved from www.flippedlearning.org/definitio
Flores, Ò. (2015). To plan a flipped classroom. Escuela, monographic, 2015, 7–8.
Flores, O., Del-Acro, I., & Silva, P. (2016). The flipped classroom model at the university: analysisbased on professors and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education. Retrieved from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016002-1
Gibson, N. (2016). Perceptions of International High School Students Regarding Flipped Classroom Strategies in the Humanities Classroom.
Halder, I., Halder, S. & A. Guha. A. (2015). Undergraduate students use of mobile phones: Exploring use of advanced technological aids for educational purposes. Journal of Media and Communication Studies 2(1): 81–87. https://doi.org/10.5897/JMCS2014.0418.
Herath, C. T. & Hewagamage, C. (2015). Analysis of ICT usage for the teaching and learning process by the academics. International Journal of Computer and Information Technology, 04(05), 803-808
Idowu, A. I., & Esere, M. (2013). ICT and higher educational system in Nigeria. Academic Journals: Educational Research and Reviews, 8 (21), 2021-2025.
Justina, E. I., Faben, M. & Michael, S. G. (2018). Adequacy and utilization of ICT resources for quality instructional delivery in business education in universities in South-West Nigeria, International Journal of Innovative Information Systems & Technology Research, 6(1), 28-37.
Kendra, C. (2015, December 17). What Is Self-Efficacy? Humanistic Theories of Personality
Lage M. J., Platt, G. J., & Treglia M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31 (1), 30-43.
Lumumba, P. (2007). A Survey of Challenges Facing E-learning at Public Secondary Schools:. A Case Study of the NEPAD Pilot Project in Schools in Kenya, Unpublished M.Ed Project of the Catholic University of East Africa.
Makew a, L. N., Kuboja, J. M., Yango, M. & Ngussa, B. M. (2014). ICT integration in higher education and students’ behavioural change: Observation at university of Arusha Tanzania. American Journal of Educational Research, 2(11), 30-38
Marc, E. (2015). Perception and learning. Retrived from http://www.kyb.tuebingen.mpg. de/research/former-research-groups/emstgropups /perception-and-learning.html.
Mindflash. (2016). What is E-Learning? Retrieved from mindflash.com.
Napier, N., Dekhane, S., & Smith, S. (2011). Transitioning To Blended Learning: Understanding Student And Faculty Perceptions. Journal of Asynchronous Learning Networks, 15, 20-32.
Ndibalema, P. (2014). Teachers’ Attitudes towards the use of ICT as a pedagogical tool in secondary schools in Tanzania: A case study of Kondoa District. International Journal of Education and Research, 2(2).
Nwokedi, V. C. & Nwokedi, G. I. (2017). Assessment on use of search engines by lecturers in the Faculty of Medical Sciences, university of Jos, Nigeria. Journal of Applied Information Science and Technology, 10(2), 23-32.
Odewumi, M. O. & Yusuf, M. O. (2018). Flipped classroom in the context of junior secondary school creative tie and dye in Abeokuta metropolis, Nigeria. Bulgarian Journal of Science and Education Policy (BJSEP),12(1), 31-47.
Ogunlade, O. O., Fagbola, O. F., Ogunlade, A. A. & Amosa, A. A. (2015). Assessment of utilization of Internet facilities among pre-service teachers in university of Ilorin, Nigeria. Malaysian Online Journal of Educational Technology, 3(3), 1-10
Oladimeji, O. F., Adeyanju, L. O., & Fakorede, S. O. (2017). Colleges of education lecturers attitude towards the use of information and communication technology in Nigeria. Malaysian Online Journal of Educational Science, 5 (4), 1-12.
Olajede, J. C. (2016). Perceptions and attitudinal behaviour of lecturers in the use of information and communication technology tools in teaching/learning in Michael Okpara University of Agriculture Umudike. Scientific Papers Series Management, Economic, Engineering, Agriculture and rural Development, 16 (1), 207-210.
Olumorin, C. O. (2009). Preparation and use of visual & non visual instructional materials for teaching and learning. A paper presented at Adebola College. 2 day capacitu building seminar for secondary school teachers.
Onasanya, S. A., Shehu, R. A., Ogunlade, O. O., & Adefuye, A. I. (2011). Teacher’s Awareness and Extent of Utilization of Information Communication Technologies for Effective Science and Health Education in Nigeria. Singapore Journal of Scientific Research, 1(1) (http://dx.doi.org/10.3923/sjsres.2011.49.58), 49-58.
Onojah A. O., C. O. Olumorin, M. V. Adegbija and T. O. Babalola. (2019). Perception of undergraduate students on the utilisation of flipped classroom for learning in south-west Nigeria. Malaysian Journal of Distance Education 21(1): 95–112. Retrieved from https://doi.org/10.21315/mjde2019.21.1.6
Osuafor, A. M. & Ofor, N. A. S. (2015). Influence of gender and subject specialization on science Educators’ use of e-learning facilities for teaching in Nigerian colleges of education, International Journal for Cross-Disciplinary Subjects in Education, 5(4), 2649-2655
Ozad, B. E., Kutoglu, U. (2010). The use of Internet in media education. The Turkish Journal of Educational Technology, 9(2), 245-255.
Rajasekhar, P., Veena, C. N. & Kumar, S. (2018). Gender differences in Internet preferences and usage pattern among medical students. National Journal of Physiology, Pharmacy and Pharmacology, 8(5), 683-686
Rani, S. &Muniandy, B. (2017). The Effect of Flipped Classroom on Students’ Engagement. Technology, Knowledge, and Learning. DOI: 10.1007/s10758-017-9343-y. Retrieved from http://online-journals.org/index.php/i-jet/article/download/7816/4795
Robinson, K. (2012). How is Technology Transforming Education? Sir Ken Robinson Video Series from Adobe Education.
Sanchal, A. & Sharma, S. (2017). Students attitudes towards learning mathematics: Impact of teaching in a sporting context. Teachers and Curriculum, 17(1), 89-99.
Sanni, T. A., Amosa, A. A., & Danmaigoro, H. (2017). Technology education students' use of web-based instruction for learning: A case study of University of Ilorin, Nigeria. Conference Proceedings Association for Innovative Technology in Education (AITIE 2017) (pp. 231-328). Ilorin: Association for Innovative Technology in Education.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2(1), 3–10.
Van Braak, J. (2001). Factors Influencing The Use of Computer Mediated Communication by Teachers in Secondary Schools. Computers & Education, 36, 41-57.
Yacout, D. A. A. & Shosha. A. A. F., (2016). Nursing Students’ Perceptions Towards Flipped Classroom Educational Strategy. Journal of American Science, 12 (2), 2375 – 7264. Retrived by http://www.jofamericanscience.org.
Yusuf, M.O. (2005). Information and communication education: Analyzing the Nigerian national policy for information technology. International Education Journal 6 (3), 316-321.
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