Flipped classroom instructional strategy and learner achievement in high school Geography: a case of Kasengejje secondary school in Wakiso District

Abstract

The study set out explore the use of the flipped classroom instructional strategy in the teaching of geography in order to develop a model lesson plan for use of the flipped classroom in schools that are poorly served with information communication technologies. The specific objectives of this intervention were; to find out the in-class learning activities that are effective for optimal use of the flipped classroom approach in the teaching of high school geography classes, to establish effectiveness of offline technology tools in the delivery of lecture materials for implementation of the flipped classroom instructional strategy, and to find out the learners’ attitude towards the use of flipped classroom approach in teaching of high school geography. The study was underpinned by the Cognitive Load Theory. The Design-Based Research protocol was followed, and the mixed methods approach adopted. The study was a quasi-experimental research and adopted a one-group pretest-posttest design. The study was carried out at Kasengejje Secondary School in Wakiso district in Uganda. It involved 51 participants who were drawn from one cohort at ordinary level. The findings show that a combination of review of video, quiz, group discussions, group presentations, and writing individual assignment were appropriate in-class activities in a flipped classroom learning environment. The findings also indicate that offline technology tools were effective in sharing video lessons. The findings further reveal that the participants obtained better scores in the posttest than in pre-intervention scores and had positive attitude towards the flipped classroom pedagogical strategy. The findings also reveal that the ASSURE model lesson plan was successful in lesson delivery in a flipped classroom learning environment. The study recommends that the flipped classroom instructional strategy be adopted in the teaching of geography as it is capable of improving learning achievement. Instructors in distance teacher training institutions should use flipped classroom strategy to train teachers in order to promote its use in schools.