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Effective Integration of Flipped Classroom Strategies for Instructional Delivery in Geography in Nigerian Schools

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• Volume 9,Issue 1, Jan. 2022

Year:

2022

Type of Publication:

Article

Keywords:

Flipped Classroom, Geography Education, Innovative instructions, Nigerian, Secondary School

Authors:

• Ekpoto, David Francis
• Nkanu, Celestine Unoh
• Offiong, Agnes Edet
• Ugah, Joseph C.
• Egbulefu, Lilian Chidinma

Journal:

IJIRES

Volume:

9

Number:

1

Pages:

1-10

Month:

January

ISSN:

2349-5219

BibTex:

@article{1888, author = "Ekpoto, David Francis and Nkanu, Celestine Unoh and Offiong, Agnes Edet and Ugah, Joseph C. and Egbulefu, Lilian Chidinma", abstract = "The effectiveness of Geography instruction in Nigerian secondary schools is pivotal to students in the science classes especially those who have interest in Environmental and Geography related advanced studies. To this end, instructors and curriculum planners must explore effective instructional strategies and communicate their instructional contents using innovative styles that are not only constructive but also ensure active contribution of students in the teaching-learning course. Studies over time and across different places have consistently yielded results that tend to emphasize that such strategies ultimately maximized the achievement of laid down instructional objectives. Flipped classroom has been recognized as a discovery learning medium that puts the learners in charge of the learning process. It has been proven effective for both individualized and cooperative students’ learning, with maximum benefits accruing to both students and instructors. This paper x-rays the integration of flipped classroom instructional strategies in Geography teaching-learning situations. It further contends that the integration of flipped classroom strategies into Geography instructional contents delivery in Nigerian schools will enhance students’ enrolment and participation in learning activities.", issn = "23495219", journal = "IJIRES", keywords = "Flipped Classroom, Geography Education, Innovative instructions, Nigerian, Secondary School", month = "January", number = "1", pages = "1-10", title = "{E}ffective {I}ntegration of {F}lipped {C}lassroom {S}trategies for {I}nstructional {D}elivery in {G}eography in {N}igerian {S}chools", volume = "9", year = "2022", }

Abstract:

The effectiveness of Geography instruction in Nigerian secondary schools is pivotal to students in the science classes especially those who have interest in Environmental and Geography related advanced studies. To this end, instructors and curriculum planners must explore effective instructional strategies and communicate their instructional contents using innovative styles that are not only constructive but also ensure active contribution of students in the teaching-learning course. Studies over time and across different places have consistently yielded results that tend to emphasize that such strategies ultimately maximized the achievement of laid down instructional objectives. Flipped classroom has been recognized as a discovery learning medium that puts the learners in charge of the learning process. It has been proven effective for both individualized and cooperative students’ learning, with maximum benefits accruing to both students and instructors. This paper x-rays the integration of flipped classroom instructional strategies in Geography teaching-learning situations. It further contends that the integration of flipped classroom strategies into Geography instructional contents delivery in Nigerian schools will enhance students’ enrolment and participation in learning activities.

Full text: IJIRES_1888_FINAL.pdf Online version [Bibtex]