The impact of flipped learning on students’ level of engagement in computer studies classroom, in Oyo State, Nigeria

Abstract

This study investigates the impact of flipped learning on students' level of engagement in computer studies classrooms in Oyo State. The study employed a quasi-experimental pre-test, post-test, and control group design and tested two null hypotheses at a 0.05 level of significance. The sample consisted of 60 junior secondary school III computer studies students selected through a purposive sampling technique. The study utilized the Students' Engagement Questionnaire (SEQ) (R=0.85) and Students' Engagement Observation Scale (SEOS)(R=0.80) as instruments for data collection. The data were analyzed using inferential statistics of ANCOVA and a chart. The study found that student's level of engagement in computer studies was significantly higher in the flipped classroom, but the level of engagement did not differ based on gender. The results of the study suggest that flipped learning can be used to increase the level of engagement of students in computer studies classrooms in Oyo State.