IDEAS home Printed from https://ideas.repec.org/a/bjf/journl/v8y2023i10p67-79.html
   My bibliography  Save this article

Flipped Learning Method: Possible Antidote for Achieving Gender Equality in Mathematics in Secondary Schools in Cameroon and Nigeria

Author

Listed:
  • Beyoh Dieudone Nkepah (PhD)

    (STEM Education, Department of Teacher Education-TED, Faculty of Education-FED, The University of Bamenda-Uba, Cameroon)

Abstract

The purpose of the study was to compare the effectiveness of the flipped learning method in enhancing students’ achievements in mathematics, and also to determine the possibility of this method in minimizing gender inequality noticed in both Cameroonian and Nigerian secondary school mathematics classrooms. The study employed a pretest-posttest non-equivalent control group design. The population size was 5348 Form 3 students (2684 females and 2664 males) in Mezam Division – Cameroon and 5891 Junior Secondary (JS) 3 students (3236 females and 2655 males) in Awka South Local Government Area – Nigeria. A sample of 180 Form 3 and JS3 students from four schools (two from each country) were selected through a combination of simply random and purposive sampling techniques. A Mathematics Achievement Test (MAT) consisting of 20 items and validated by experts, was used in collecting data for the study. The Kudder-Richardson 20 (K-R 20) reliability of the MAT was found to be 0.79. Treatment lasted for six weeks. Mean was used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The findings of this study revealed that the flipped learning method enhanced the achievement of students in mathematics no matter their gender or their country of origin. Furthermore, the flipped learning method enhanced the achievement of female students from both countries better than that of the males. It was recommended that curriculum planners and policy makers in education in Cameroon and Nigeria should consider effective alternative teaching-learning methods to be used in teaching mathematics, especially the flipped learning method considered in this study which did not only prove to be an effective enhancer of students’ achievement in mathematics but also provided activities which enabled the females to be as competent as or even more competent than the males.

Suggested Citation

  • Beyoh Dieudone Nkepah (PhD), 2023. "Flipped Learning Method: Possible Antidote for Achieving Gender Equality in Mathematics in Secondary Schools in Cameroon and Nigeria," International Journal of Research and Innovation in Applied Science, International Journal of Research and Innovation in Applied Science (IJRIAS), vol. 8(10), pages 67-79, October.
    • Handle: RePEc:bjf:journl:v:8:y:2023:i:10:p:67-79
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijrias/DigitalLibrary/volume-8-issue-10/67-79.pdf
    Download Restriction: no
    File URL: https://rsisinternational.org/journals/ijrias/articles/flipped-learning-method-possible-antidote-for-achieving-gender-equality-in-mathematics-in-secondary-schools-in-cameroon-and-nigeria/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Adam Butt, 2014. "Student Views On The Use Of A Flipped Classroom Approach: Evidence From Australia," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 33-43.
    2. Gijsbert Stoet & David C Geary, 2013. "Sex Differences in Mathematics and Reading Achievement Are Inversely Related: Within- and Across-Nation Assessment of 10 Years of PISA Data," PLOS ONE, Public Library of Science, vol. 8(3), pages 1-10, March.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Jung Eon Kwon & Hyung Rok Woo, 2017. "The Impact of Flipped Learning on Cooperative and Competitive Mindsets," Sustainability, MDPI, vol. 10(1), pages 1-15, December.
    2. Huong Thu Le & Ha Trong Nguyen, 2018. "The evolution of the gender test score gap through seventh grade: new insights from Australia using unconditional quantile regression and decomposition," IZA Journal of Labor Economics, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 7(1), pages 1-42, December.
    3. Balcazar, Carlos Felipe & Narayan, Ambar & Tiwari, Sailesh, 2015. "Born with a silver spoon : inequality in educational achievement across the world," Policy Research Working Paper Series 7152, The World Bank.
    4. De Villiers, Rouxelle & Hess, Alexandra Claudia, 2018. "Melding traditional and progressive andragogy in marketing education, using the hermeneutic competency development strategy," Australasian marketing journal, Elsevier, vol. 26(2), pages 140-156.
    5. Gielen, Anne C. & Zwiers, Esmée, 2018. "Biology and the Gender Gap in Educational Performance: The Role of Prenatal Testosterone in Test Scores," IZA Discussion Papers 11936, Institute of Labor Economics (IZA).
    6. Stoet, Gijsbert & Geary, David C., 2020. "Sex-specific academic ability and attitude patterns in students across developed countries," Intelligence, Elsevier, vol. 81(C).
    7. Borgna, Camilla & Struffolino, Emanuela, 2017. "Pushed or pulled? Girls and boys facing early school leaving risk in Italy," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 61, pages 298-313.
    8. Toivainen, Teemu & Papageorgiou, Kostas A. & Tosto, Maria G. & Kovas, Yulia, 2017. "Sex differences in non-verbal and verbal abilities in childhood and adolescence," Intelligence, Elsevier, vol. 64(C), pages 81-88.
    9. Giofrè, D. & Allen, K. & Toffalini, E. & Mammarella, I.C. & Caviola, S., 2022. "Decoding gender differences: Intellectual profiles of children with specific learning disabilities," Intelligence, Elsevier, vol. 90(C).
    10. Shulamit Kahn & Donna Ginther, 2017. "Women and STEM," NBER Working Papers 23525, National Bureau of Economic Research, Inc.
    11. Trine Filges & Jens Dietrichson & Bjørn C. A. Viinholt & Nina T. Dalgaard, 2022. "Service learning for improving academic success in students in grade K to 12: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 18(1), March.
    12. Maarten Jan Wensink & Linda Juel Ahrenfeldt & Sören Möller, 2020. "Variability Matters," IJERPH, MDPI, vol. 18(1), pages 1-8, December.
    13. repec:sek:jijote:v:3:y:2015:i:2:p:16-29 is not listed on IDEAS
    14. Ha Trong Nguyen, 2015. "The evolution of the gender test score gap through seventh grade: New insights from Australia using quantile regression and decomposition," Bankwest Curtin Economics Centre Working Paper series WP1507, Bankwest Curtin Economics Centre (BCEC), Curtin Business School.
    15. Giofrè, D. & Cornoldi, C. & Martini, A. & Toffalini, E., 2020. "A population level analysis of the gender gap in mathematics: Results on over 13 million children using the INVALSI dataset," Intelligence, Elsevier, vol. 81(C).
    16. Martin Asperholm & Sanket Nagar & Serhiy Dekhtyar & Agneta Herlitz, 2019. "The magnitude of sex differences in verbal episodic memory increases with social progress: Data from 54 countries across 40 years," PLOS ONE, Public Library of Science, vol. 14(4), pages 1-11, April.
    17. Afkar,Rythia & Yarrow,Noah Bunce & Surbakti,Soedarti & Cooper,Rachel Danielle, 2020. "Inclusion in Indonesia's Education Sector : A Subnational Review of Gender Gaps and Children with Disabilities," Policy Research Working Paper Series 9282, The World Bank.
    18. Fritz Dresselhaus & Jessika A. Bohlmann & Roula Inglesi-Lotz, 2015. "Assessing the impact of just-in-time methodology, in-lecture activities, and tutor-assisted post-lecture activities in the course experience of first year students in Economics at the University of Pr," Working Papers 562, Economic Research Southern Africa.
    19. Giannelli, Gianna Claudia & Rapallini, Chiara, 2016. "Immigrant student performance in Math: Does it matter where you come from?," Economics of Education Review, Elsevier, vol. 52(C), pages 291-304.
    20. Markus Daniel Meier, 2021. "Ars docendi," Books, Universidad Externado de Colombia, Facultad de Derecho, number 1325.
    21. Jayendra S. Gokhale, 2021. "Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course," International Journal of Contemporary Education, Redfame publishing, vol. 4(1), pages 13-23, April.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bjf:journl:v:8:y:2023:i:10:p:67-79. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Renu Malsaria (email available below). General contact details of provider: https://rsisinternational.org/journals/ijrias/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.