Abstract

IMPACTS OF A DEVELOPED FLIPPED CLASSROOM PACKAGE ON GENDER AND ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS MATHEMATICS LEARNING IN LAGOS, NIGERIA

Professor Mudashiru Olalere Yusuf & Semiu Olawale Makinde (Ph.D.)*

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Abstract In Nigerian secondary schools, going by external examinations results, students? performance in mathematics is poor due to negative attitude of male and female students thus, better teaching approach is necessary to address the situation. Hence, this article reports the impacts of flipped classroom (FC) on senior secondary school students? gender and attitude towards mathematics in Lagos, Nigeria. Specifically, the study examined influence of gender on post-test performance (PP) and attitude of students towards learning mathematics in FC. The quasi-experimental data were drawn from 145 for experimental of 78 males and 67 females taught with offline video.Three instruments were used: developed FCP; performance test; and questionnaire. The instruments were validated and tested for reliability which yielded 0.78, 0.95 and 0.88 respectively.Standard deviation and mean were used to answer research question 1. Hypothesis 1 was tested using (ANCOVA) while hypothesis 2 was tested using t-test. The findings revealed that: developed FCP was effective, using a benchmark of 2.00, male and female students had positive attitude towards learning mathematics with a mean score of 2.92 in FC which favoured female students. The study concluded that flipped classroom promoted positive attitude among students in mathematics. The implication is that the flipped classroom encouraged students? centred instruction. It was therefore recommended among others that if the use of flipped classroom to teach mathematics is encouraged, there will be a greater improvement in students? learning of mathematics at secondary school level. Keywords: Flipped classroom package, Gender, Ability level, Attitude, Post-test Performance, Reliability.

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