The Effect of Flipped Classroom on Students’ Academic Achievements in Textile Weaving: The Case of Presbyterian Senior High School, Bompata
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Date
August 2019
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Abstract
Technological advancement and innovations in technology continue to shape and influence
various aspects of human endeavour and various sectors of the economy ranging from
education, commerce, culture and entertainment. Student’s ability to develop an interest in a
course and consider pursuing a career in that particular field is determined on the effectiveness
of teaching and learning methods adopted. To ensure active participation and to inflame the
passion of students in the study of weaving amid the challenges of equipment, and materials,
there is the need to employ alternative teaching strategies that drive passion and provide the
needed engagement such as flipped learning.
The purpose of this study has been to identify the existing instructional strategies used in
teaching textile weaving, introduce the flipped learning model as a pedagogical strategy for
teaching weaving in textiles in and to examine the effectiveness of the flipped classroom model
in the teaching and learning of textiles weaving on students’ academic performance in
Presbyterian Senior High School. The research method employed was the mixed- method
which involves the use of both qualitative and quantitative method. The data was gathered from
a sample size of 44 respondents comprising First Year Visual Arts students at Presbyterian
Senior High School, Ghana through purposive sampling technique and analyzed using the
Statistical Package for Social Sciences (SPSS) Version 21. Flipped classroom teaching and
learning methods have been f o und to make teaching and learning easier and fun for students
due to its student-centeredness and the use of modern technology which most students have
f o und very adaptable. Further findings have shown a remarkable improvement in students’
academic performance through the introduction of the flipped classroom as instructional
method compared with the traditional method of teaching and learning as indicated by pre-test
and post-test results of 22.7% and 93.2% pass respectively. However, adequate computers and
constant supply of electricity are required in order to undertake flipped classroom teaching and
learning. It has been recommended that the ICT lab be furnished with adequate computers and
lab assistants be available in order to ensure effective us
Description
A Thesis Submitted to the Department of Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology, Kumasi in partial fulfilment of the requirements for the Degree of Master of Philosophy in Art Education Faculty of Art College and Built Environment © 2019 Department of Educational Innovations in Science and Technology.
Keywords
Effect of Flipped Classroom,, Students’ Academic Achievements,, Textile Weaving, Presbyterian Senior High School,, Bompata.