Religious and Moral Education Teachers’ Usage of the Flipped Classroom Model and its Influence on JHS Students’ Academic Performance in the Nzema-East Municipality, Ghana

Abstract

The purpose of this study was to examine Religious and Moral Eduction teachers’ usage of the flipped classroom model Model and its Influence on JHS Students’ Academic Performance in the Nzema-East Municipality of Ghana.The study adopted the quasi-experimental research design. The population for this study comprised all JHS Religious and Moral Education students and teachers within the Nzema-East Municipality of the Western Region. With the help of the Krejcie and Morgan’s sample determination table, a sample of 110 comprising 10 teachers and 100 students were selected for the study through multi-stage sampling. The instruments used for data collection were tests and questionnaires. The study indicated that, the flipped classroom is a very potent method of teaching RME. This is so because the study provides enough evidence that the flipped classroom significantly improves the performance of learners more than the traditional approaches to teaching. This is even more appropriate in a technological era such as ours. The study also revealed that, teachers have a positive view of the use of the flipped classroom in teaching RME. Junior High School RME teachers are ready to adopt the flipped classroom model in their teaching provided challenges students face are eliminated. It is recommended that, School Improvement Support Officers and Headteachers should ensure that teachers use the flipped classroom to bring variations in lesson delivery so as to improve the academic achievements of learners. It is also recommended that government should provide technological devices to schools and teachers and ensure that teachers employ the various technological devices at their disposal to the benefit of their students.