Video-Based Flipped Classroom: Students’ Academic Performance and Retention in Learning Textual Studies of Qur’an in Kebbi State Nigeria

Abstract

The video-based flipped classroom is flipped classroom strategy where learners are provided with video lessons of concepts to watch at home prior to normal class time. This study investigated the effects of the video-based flipped classroom on students’ academic performance and retention in textual studies of the Qur’an in selected secondary schools in Kebbi State. Two research objectives and corresponding hypothesis were formulated to guide the study. A quasi-experimental research design involving pre-test, post-test, post-posttest, non-equivalent, and non-randomized comparison groups was adopted. The study population comprised students offering Qur’anic textual studies, and a purposive sampling technique was employed to select 66 participants, with 34 students in the experimental group and 32 in the control group. An achievement test on Qur’anic textual studies was used as the instrument for data collection. The instrument was validated by experts and pilot tested to obtain a reliability coefficient of 0.89 using test re-test method. Data collected were analysed using mean scores and standard deviations (SD) for research questions, while hypotheses were tested using t-test statistics at the 0.05 level of significance. The research findings revealed that students taught using video-based flipped classroom possess a higher academic performance with significant difference in their post-test scores (p-value=0.016) and also both groups possess minimal and negative mean loss with no statistically significant difference. It was recommended that government agencies, educational institutions, and departments of Islamic studies should promote the integration of video-based flipped classroom models in Qur’anic education. This can be achieved by providing necessary technological facilities, teacher training, and multimedia resources to facilitate effective adoption