Effects of Flipped Classroom Instructional Models on Senior Secondary School Students Attitudinal Change: Implications for Sustainable Development

Abstract

This study investigated the comparative impact of Group-based and Standard-inverted flipped classroom models on the attitudes of senior secondary students toward the national values component of Civic Education in Cross River State. Adopting a rigorous 2x2 pre-test/post-test quasi-experimental factorial design, the study integrated gender as a critical mediating variable to determine pedagogical universality. The study’s population encompassed 4,414 SS1 students from 95 public secondary schools within the Calabar Education Zone. From this group, a sample of 160 students, from 4 intact classes, was drawn using a combination of purposive and simple random sampling techniques. This sample was randomly divided into two equal groups of 80, with the Group-based model consisting of 44 females and 36 males, and the Standard-inverted model comprising 43 females and 37 males. Data collection was facilitated by the National Values Attitude Scale (NVAS), which achieved a high reliability index of 0.94 via Cronbach Alpha statistics, after validation by three experts. Analysis of Co-variance (ANCOVA) was employed to test three null hypotheses at a 0.05 level of significance. The results demonstrated that both the Group-based and Standard-inverted models significantly enhanced student attitudes, though no statistically significant difference was found between the two specific models. Furthermore, the findings indicated that gender had no significant influence on student attitudes, and the interaction effect between the flipped models and gender was not statistically significant. Ultimately, the research concludes that both flipped classroom models are effective, gender-neutral tools for fostering positive attitudes toward national values in Civic Education.