Effects of Flip Instruction on Students Academic Achievement and Retention in Developmental Psychology Course

References

[1] Bajurny, A (2014). An Investigation Into the Effects of Flip Teacher on Student Learning. Unpublished Masters Thesis. Retrieved on 13th January, 2018 from.

[2] Bergmann, J & Sams, A (2012). Flip your Classroom. International Society for technology.

[3] Biehler,R.F. & Snowmaan,J.(1986).Psychology Applied to Teaching(5th Ed).Houghton Mifflin Company.

[4] Bishop, J. L. & Verleger, M. A (2013). The Flipped Classroom: A Survey of the Research. 12th ASEE Arual Conference and Exposition, 2013.

[5] Bhagat, K.K,Chang,C.N & Chang,C.Y (2016).The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Retrieved on 18th January,2018.

[6] Clifford, S.D. (2004).Principles of Educational Psychology. Enugu: Academic Publishing Company.

[7] Cyril, M.U.(2016). Effects of Multimedia Instruction on Retention and Achievement of Basic Machining Skills in Mechanical Craft Practice. International Journal of Education and Information Technology, 2(1),1-7.

[8] EL-Bossuony ,J.M (2016).Effectiveness of Flipped Learning in Developing English Grammatical Performance of under-achieving Language Learners at the Secondary Stage. International Journal of English Language Teaching,4(8),76-101.

[9] Iwundu,C.O.(2001).Pschology for the Education and Health Profession.Port Harcourt:Caplle.

[10] Hall,O. & Poolucc,B. (1999).Teaching Home Economics.Newyork:John Wiley & Sons,INC,INC.

[11] Lee,J.L.,Chao,C.H. & Chen,C.Y.(2011).The Influences of Interest in Learning and Learning Hours on Learning Outcomes of Vocational College Students in Taiwan:using a Teachers Instructional Attitude as the Moderator. Global Journal of Engineering Education,13(3),140-153.

[12] NCCE,(2020).Nigeria Certificate in Education. Minimum Standards for General Education. Abuja. National Commission for Colleges of Education(NCCE).

[13] Parhi,R.K.(2013). Educational Psychology. New Delhi:APH Publishing Corporation.

[14] Roth, C (2016). Flipped Classroom: Can it Enhance English Listening Comprehensive for Pre-University Students in Cambodia? Retrieved in 18th January, 2018.

[15] Sirakaya, D.A. & Ozdemir, S. (2018).Effect of a Flip Classroom Model on Academic Achievement, Self- directed Learning Readiness, Motivation and Retention. Malaysian Online Journal of Educational Technology.6 (1); 76-91.

[16] Soleymanpour,J.(2014).The Effects of Creative Teaching Method on Motivation and Academic Achievement of Elementary School Students in Academic Year 2014-2015.Singaporean Journal of Business Studies,3(5),35-39.

[17] Tella,A.(2007).The Impact of Motivation on Students Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria.Eurasia Journal of Mathematics,Science and technology Education,3(2),149-156.

[18] Tukura,C.O.(2015).Effects of Digital Video Disc Instruction on Achievement, Interest and Retention in Social Studies in Niger State,Nigeria.Unpublished Ph.D Thesis,Uversity of Nigeria,Nsukka.

[19] Umar, I. Y., Idris, A. M., Audu, R., Arah, A. S., Yusuf, E. & Beji, A. A.(2014). Effects of Multimedia Instruction on Student’s Academic Achievement and Retention in Auto Mechanics at Technical Colleges. Retrieved on 26th August, 2017.

[20] Yaga,B.M.(2014). Impact of Team-teaching Strategy on Academic Achievement and Interest in Basic Science concepts among Junior Secondary School Students in Potiskum, Yobe State Nigeria. A Thesis from Department of Science Education, Ahmadu Bello, University, Zaria.

@article{1712666,
      author = {Chinyere Nwoko, Jibril A K},
      title = {Effects of Flip Instruction on Students Academic Achievement and Retention in Developmental Psychology Course},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {9},
      number = {6},
      pages = {744-752},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1712666.pdf},
      abstract = {This study investigated the effect of flip instruction on students? academic achievement and retention in Abia State College of Education (Technical) Arochukwu. Accordingly, two research questions and two null hypotheses were formulated to guide the study. The population of the study consisted of 80 NCE 1(Nigeria Certificate in Education) students. The 80 students were randomly assigned to experimental and control groups. The experimental group received lesions on specific topics in developmental psychology using flip instruction while the control group received lessons on the same topics using traditional instructional method. Both the experimental and control groups were then tested. After two weeks both experimental and control groups were again tested using the same first test questions. Mean statistic was used to answer the two research questions while  on the other hand t-test statistic was used to test the two null hypotheses, all using the data collected from the tests. The finding from the study after data analysis shows that the students taught with flip instruction (experimental group) perform better than those students taught with traditional method (control group) in achievement test. Furthermore, the flip instruction group performed less than the  traditional instruction group in terms of retention ability. On the issue of hypotheses testing, there was significant difference in the mean scores of the two groups for both first cognitive achievement test and no significant difference in retention test. Based on these results, the researchers recommended the use of flip instruction in developmental psychology course in Abia State College of Education (Technical) Arochukwu.},
      keywords = {Flip Instruction, Academic Achievement , retention, Developmental Psychology, Abia State College of Education (Technical) Arochukwu},
      month = {December},
      doi = {https://doi.org/10.64388/IREV9I6-1712666}
  }