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All Journal Jurnal Gantang Union: Jurnal Ilmiah Pendidikan Matematika SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora el-Ibtidaiy: Journal of Primary Education Journal of Teaching and Learning in Elementary Education Jurnal Spirits Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of English Language and Pedagogy Journal Of Academia In English Educations (JADEs) World Psychology Tuladha : Jurnal Pendidikan Dasar Profesi Pendidikan Dasar JERIT: Journal of Educational Research and Innovation Technology Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak Jurnal Pendidikan Progresif ASEAN Journal of Educational Research and Technology
Sulaimon, Jamiu Temitope
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Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Enhancing learners' mathematics achievement by using a gamified flipped classroom instructional strategy Sulaimon, Jamiu Temitope; Manditereza, Blandina; Chamboko-Mpotaringa, Mavis
Jurnal Gantang Vol 10 No 2 (2025): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/f6z3t227

Abstract

Flipped learning is an educational approach that inverts the traditional teaching pattern by giving pupils access to learning materials before class, while using classroom time to deepen their understanding. However, few studies investigate whether low-basic learners possess the readiness and digital literacy to benefit from this approach. Hence, this study examined the impact of implementing a Gamified Flipped Classroom Instructional Strategy on enhancing mathematics achievement among lower primary learners in Ilorin West Local Government Area of Kwara State, Nigeria. Employing the pre and posttest control group in line with a quasi-experimental design, 74 learners from two private primary schools participated in the research. This study employed three validated research instruments: the Mathematics Achievement Test (MAT), the Guide for Gamified Flipped Classroom Instructional Strategy (GGFCIS), and the Guide for Control Group (GCG). The MAT instrument demonstrated a reliability coefficient of 0.74 using the test-retest method. Two hypotheses were evaluated by using Analysis of Covariance (ANCOVA) at a 0.05 significance level. Results indicated a significant positive effect of the gamified flipped classroom instructional strategy on learners' academic achievement in mathematics. However, no significant interaction between treatment and gender was found. The study concluded that regardless of gender, the instructional strategy improved the academic achievement of lower basic learners in mathematics. The study recommended that primary school teachers undergo training in using the gamified flipped classroom instructional Strategy for teaching mathematics to lower basic primary learners, as it promotes academic success while encouraging parental involvement in learners' learning.
Co-Authors Adeoye, Moses Adeleke Adi Saputra, Ricki Fahma Aguilar, Mark Gabriel Wagan Agus, Wira Tunggul Segara Al Adib, Amin Anatri Desstya Chamboko-Mpotaringa, Mavis Femi, Iliasu Samuel Fitriani, Arbania Gbadeyanka , Taofeeq Akolade Hakeem, Nafiu Ayodeji Hera, Cicilia Jaga I Nyoman Arcana Iliasu, Femi Samuel Ima Widyastuti, Ima Khosiyono, Banun Havifah Cahyo Kolade, Aysha Olapeju Kolawole, Joshua Kusumaningrum, Betty Manditereza, Blandina Muhammad Ilham Syarif Muhammad Ridha Mundilarno Mundilarno, Mundilarno Nanik Supriani Nzuza, Zakhele Dennis Obafemi, Kayode Ezecheal Obafemi, Taiye Olayinka Obi, Sabina Nwakaego Oluwafemi, Folarin Moruf Pahlawan, Ressa Palupi Sri Wijayanti, Palupi Sri Peters, Olorunjeedalo Anu Reni Rosari Shuiabu, Garba Situmorang, Dominikus David Biondi Sumaryono Toptaş, Veli Uchechukwu, Kalu Usluoğlu, Büşra Wihana Kirana Jaya Wulandari, Dika Yakub, Karatu Ibrahim Yakubu, Francis Moodu Yusuf, Jamilla Yusuf, Muiz Olanrewaju