Research Article

Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings

Oluwole Caleb Falode 1 * , Ibrahim Abba Mohammed 2
More Detail
1 Federal University of Technology Minna, Minna, NIGERIA2 Federal University of Kashere, NIGERIA* Corresponding Author
Journal of Digital Educational Technology, 3(2), 2023, ep2303, https://doi.org/10.30935/jdet/13106
Submitted: 19 December 2022, Published Online: 24 March 2023, Published: 01 May 2023
OPEN ACCESS   1712 Views   1386 Downloads
Download Full Text (PDF)

ABSTRACT

The deployment of innovative and learner-centered approaches into teaching and learning has strong potential of improving students’ learning outcomes. The study compared the effectiveness of computer simulation and animation instructional packages in flipped classroom settings on secondary school students’ achievement and retention in geography. The study adopted a pre-/post-test, non-equivalent, non-randomized quasi-experimental control group design. A sample of 126 senior secondary school class two (SS2) geography students was purposively drawn from two intact classes in Minna Metropolis, Niger State, Nigeria as participants for the study. The two intact classes were randomly assigned to experimental group I (computer simulation package, n=67) and experimental group II (computer animation package, n=59) in flipped classroom settings. A 50-item geography achievement test (GAT) was used for data collection, while computer simulation and computer animation instructional packages were administered to students as treatment in flipped classroom settings. The face and content validity of GAT was carried out using experts in the field of geography, educational technology and computer science from Federal University of Technology, Minna. GAT was further subjected to pilot testing, and a reliability coefficient of 0.85 was obtained using test re-test method and PPMC formula. Descriptive statistics of mean and standard deviation were used to answer the research questions, while inferential statistics of t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that computer simulation (mean gain=41.70) and computer animation (mean gain=38.32) instructional packages in flipped classroom settings improved students’ achievement and retention of geography concepts. Also, no significant difference was found in the mean achievement (t=.05, df=124, p=0.63) and retention (t=2.04, df=124, p=0.82) scores of the two groups. It was therefore recommended that teachers should incorporate technology-based flipped classroom instructional strategies into teaching and learning of geography in order to improve students’ learning outcomes in the subject.
Keywords: achievement, animation, simulation, flipped classroom, geography, retention

CITATION (APA)

Falode, O. C., & Mohammed, I. A. (2023). Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings. Journal of Digital Educational Technology, 3(2), ep2303. https://doi.org/10.30935/jdet/13106

REFERENCES

  1. Adonu, C. J., Nwagbo, C. R., Ugwuanyi, C. S., & Okeke, C. I. O (2021). Improving students’ achievement and retention in biology using flipped classroom and powerpoint instructional approaches: Implication for physics teaching. International Journal of Psychosocial Rehabilitation, 25(2), 234-247.
  2. Afzali, Z., & Izadpanah, H. (2021). The effect of flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1), 1870801. https://10.1080/2331186X.2020.1870801
  3. Ahmed, M., & Inti, M. M. (2021). Effect of computer animation on students’ academic achievement in auto braking system in NCE awarding institutions of North-Eastern, Nigeria. Journal of Science Technology and Education, 9(2), 376-384.
  4. Asogwa, D. A., Muhammed, A., Asogwa, E. N., & Ofoegbu, T. O. (2016). Effect of interactive computer simulation package on senior secondary school students’ achievement and retention in genetic concepts. Asian Journal of Information Technology, 15(14), 2313-2321.
  5. Cabero-Almenara, J., Romero-Tena, R., Llorente-Cejudo, C., & Palacios-Rodriguez, A. (2021). Academic performance and technology acceptance model (TAM) through a flipped classroom experience: Training of future teachers of primary education. Contemporary Educational Technology, 13(3), ep305. https://doi.org/10.30935/cedtech/10874
  6. Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8, 176. https://doi.org/10.1057/s41599-021-00860-4
  7. Dong, A. M., Jong, M. S. Y., & Shang, J. J. (2019). Achievement pathway of higher-order thinking through classroom interactions in the flipped classroom. Modern Educational Technology, 29(2), 46-51.
  8. Eze, E. (2021). Why secondary school geography students perform poorly in external examinations. Journal of Geography, 120(2),51-60. https://doi.org/10.1080/00221341.2020.1860114
  9. Falode, O. C., Sobowale, M. F., Saliu R. M., Usman, H., & Falode, M. E. (2016a). Effectiveness of computer animation instructional package on academic achievement of senior secondary school agricultural science students in animal physiology in Minna, Nigeria. Bulgarian Journal of Science and Education Policy, 10(1), 5-18.
  10. Falode, O. C., Usman, H., Ilobeneke, S. C., Mohammed, H. A., Godwin A. J., & Jimoh, M. A. (2016b). Improving secondary school geography students’ positive attitude towards map reading through computer simulation instructional package in Bida, Niger state, Nigeria. Bulgarian Journal of Science and Education Policy, 10(1), 142-155.
  11. Faruk, U. M., Faruku, A., & Hassan, L. Z. (2022). Assessing effectiveness of animated instructional media on academic performance and retention of genetics concepts. Journal of Natural Science and Integration, 5(1), 117-125. https://doi.org/10.24014/jnsi.v5i1.16949
  12. Gambari, A. I., Bello, R. M., Agboola, A. K., & Adeoye, A. I (2016). Impact of flipped classroom instructional model on students’ achievement and retention of mammalian skeletal system in Minna, Niger State, Nigeria. International Journal of Applied Biological Research, 7(2), 193-207.
  13. Gambari, A. I., Falode, C. O., & Adegbenro, D. A. (2014). The effectiveness of computer animation and geometrical instructional model on mathematics achievement and retention among junior secondary school students. European Journal of Science and Mathematics Education, 2(2), 127-146. https://doi.org/10.30935/scimath/9406
  14. Gimba, R. W., Falode, O. C., & Bashir, A. U. (2015). Effect of computer simulation instructional package on senior secondary school mathematics students’ retention in arithmetic progression in Lavun Local Government Area of Niger State, Nigeria. The African Symposium: An online Journal of the African Educational Research Network, 15(1), 2326-8077. https://doi.org/10.35386/ser.v15i1.147
  15. Inyang, P. E. (2021). Effects of computer simulation and guided discovery teaching methods on students’ academic achievement and retention in biology. World Journal of Interactive Research, 4(1), 1-13.
  16. Jega, S. H., Muhammad, S., Libata, I. L., & Kamba, A. H. (2018). The effect of two modes of computer assisted instruction on students’ achievement and retention in mathematics in Kebbi State, Nigeria. International Journal of Advanced Academic Research, 4(2), 29-52.
  17. Lee, Y. Y., & Martin, K. I. (2020). The flipped classroom in ESL teacher education: An example from CALL. Education and Information Technologies, 25(4), 2605-2633. https://doi.org/10.1007/s10639-019-10082-6
  18. Mogbo, N. S., Ibrahim, I. K., & C. S. Tukura. (2021). Effects of animation and concept map visualization elements on achievement, retention and interest in geography among secondary school students in Wuse, Abuja. International Journal of Educational Research, 4(6), 86-100.
  19. Oladimeji, T. K., Gambari, A. I., Alabi, T. O., & Tukura, C. S. (2021). Assessment of flipped classroom strategies on students’ learning outcomes in electrical installation and maintenance work in technical colleges in Niger State, Nigeria. Journal of Science, Technology, Mathematics and Education, 17(1), 260-275.
  20. Olaniyi, O. P., & Oladokun, T. A. (2021). Geography eeducation as a tool for national integration in Nigeria. International Journal of Intellectual Discourse, 4(2), 39-47.
  21. Olatunde-Aiyedun, T. G. (2021). Interaction effect of animation teaching strategy on students’ achievement in climate change. Journal of Ethics and Diversity in International Communication, 1(6), 1-15.
  22. Ozyurt, O. (2022). Empirical research of emerging trends and patterns across the flipped classroom studies using topic modeling. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11396-8
  23. Ruslan, M. S. H., Sapiee, N. H., Kurnia, K. A., Amran, N. A., & Abd Rahman, N. (2022). Student adoption and effectiveness of flipped classroom implementation for process simulation class. Education Sciences, 12(11), 763. https://doi.org/10.3390/educsci12110763
  24. Salas-Rueda, R. A. (2022). Use of flipped classroom in the teaching-learning process on descriptive statistics. Turkish Online Journal of Distance Education, 4(4), 53-54. https://doi.org/10.17718/tojde.1182755