This study investigated gender differentials in the use of flipped classroom instructional models in enhancing achievement and retention in Oral-English contents of senior secondary school in Minna, Niger state, Nigeria. The study adopted a quasi-experimental design using pretest, posttest, non-randomized, non-equivalent control group design. The research was guided by two research questions with corresponding two null hypotheses tested at 0.05 level of significance. The target population for the study was all senior secondary school (SSS) students offering English Language in Minna, Niger State. Multi-stage sampling was used to select three schools and 125 students (69 males and 56 females) students. The contents of the Oral-English were developed into video instructional package. Oral-English Performance Test (OPT) was used for data collection which was validated by 10 experts and pilot tested on 45 SSS II students, the data obtained was analyzed using Pearson Product Moment Correlation (PPMC) and a reliability coefficient of 0.96 was obtained. The data collected were analyzed using descriptive statistics of mean and standard deviation to answer the research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test the research hypotheses. The findings of the study revealed that: the students taught Oral-English using Flipped Classroom Strategy (FCS) performed better irrespective of gender. The retention level of male and female students taught Oral-English using Flipped Classroom Strategy was high without discrimination. Based on the findings, appropriate recommendations were made.
The study investigated the effect of three modes of mobile augmented learning strategies on pre-service teacher learning outcomes in machine woodwork. It focused on determining the effects of mobile blog of Video, Audio and Text on academic achievement and retention of pre-service teachers. Two research questions and two corresponding hypotheses were formulated and tested in the study. The study adopted a quasi-experimental design and the population of the study comprised 350 woodwork students in the six Federal and State Government owned Colleges of Education in the seven North-Western states. The sample was 144 males and 42 females NCE III Woodwork students making a grand total 186. Two instruments constructed by the researcher used for data collection were: Machine woodwork Achievement Test (MWAT) and Machine Woodwork Retention Test (MWRT). MWAT was pilot tested using test-retest method and reliability index of 0.86 was obtained. The study findings showed that there was significant difference in the academic achievement of pre-service teachers taught machine woodwork using Vblog, Ablog and Tblog in favour of the Ablog. There was also a significant difference in the mean retention scores of pre-service teachers taught machine woodwork using Vblog, Ablog and Tblog in favour of Tblog. The study, therefore, concluded that video blog is more effective in enhancing students" academic achievement in machine woodwork and development of positive attitude towards machine woodworking. .
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