EFFECT OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY IN TEACHING ENGLISHLANGUAGE AMID COVID-19 PANDEMIC IN FEDERAL COLLEGE OF EDUCATION, ZARIANIGERIA

Abstract

The study examined the Effect of Flipped Classroom Instructional Strategy in Teaching English Language amid
Covid-19 Pandemic in Federal College of Education, Zaria-Nigeria. The design of the study was quasiexperimental design. The population of the study consisted of NCE III students in Home Economics, Federal
College of Education, Zaria numbering 25 as at 2020/2021 academic session. The sample size for the study was
60 participants purposively selected. English Language Achievement Test (ELAT) was used as data collection
instrument. The instrument was duly validated and has reliability coefficient index of 0.83. The arithmetic
mean and standard deviation was used to answer the question posed by the study, while two sample ttest was used to test the null hypothesis at α 0.05 alpha level of significance. The study found that
significant differences existed in the mean academic performance scores of NCE students taught using flipped
classroom instructional strategy and those taught using Lecture Method. In the light of the foregoing, it is
recommended that teachers should be motivated to use flipped classroom instructional approach in teaching
NCE English language students by allowing them attend courses and seminars where such modern teaching
methods are discussed and put in practice for effective instructional delivery