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THE FLIPPED CLASSROOM AS AN ESSENTIAL PEDAGOGICAL STRATEGY IN THE ENGLISH LANGUAGE CLASS, IN A COVID-19 ERA

THE FLIPPED CLASSROOM AS AN ESSENTIAL PEDAGOGICAL STRATEGY IN THE ENGLISH LANGUAGE CLASS, IN A COVID-19 ERA

March 13, 2024 EDUCATION PROJECT TOPICS AND MATERIALS, MASTERS THESIS EDUCATION PROJECT TOPICS, MSC/MBA/MLA THESIS PROJECT TOPICS AND MATERIALS, PhD DISSERTATION EDUCATION PROJECT TOPICS No Comments
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THE FLIPPED CLASSROOM AS AN ESSENTIAL PEDAGOGICAL STRATEGY IN THE ENGLISH LANGUAGE CLASS, IN A COVID-19 ERA

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Introduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

Abstract:
The COVID-19 pandemic has disrupted traditional educational models, compelling educators to explore innovative approaches to ensure continuity in learning. The Flipped Classroom has emerged as a valuable pedagogical strategy, particularly in English language classes. This abstract aims to provide an overview of the Flipped Classroom model's effectiveness and its relevance in the context of the COVID-19 era.

The Flipped Classroom is an instructional approach that reverses the traditional learning process. It involves students engaging with instructional content before class, typically through pre-recorded lectures, videos, or online resources. Classroom time is then dedicated to active learning, such as group discussions, collaborative projects, and individualized instruction. This model encourages student-centered learning, fosters critical thinking skills, and promotes active engagement.

In the English language class, the Flipped Classroom model offers significant advantages. Firstly, it allows students to access language learning materials remotely, ensuring continuity in education during times of physical distancing, such as the COVID-19 pandemic. Students can access pre-recorded lessons, language exercises, and interactive online resources from home, promoting independent learning and self-paced progress.

Secondly, the Flipped Classroom model facilitates the implementation of differentiated instruction. Students can engage with instructional content at their own pace, reviewing challenging concepts and progressing through more straightforward materials at their discretion. This individualized approach caters to diverse learning styles and abilities, promoting a more inclusive and accommodating learning environment.

Thirdly, the Flipped Classroom model encourages active participation and collaboration. In-class activities can be designed to promote meaningful interactions, such as pair and group work, debates, and presentations. These activities allow students to apply their language skills in real-world contexts, enhancing their communicative competence and building their confidence.

Moreover, the Flipped Classroom model provides opportunities for teachers to personalize instruction. By reviewing students' pre-class engagement, educators can identify individual needs and tailor in-class activities accordingly. This personalized approach fosters a supportive learning environment and enables teachers to provide targeted feedback and guidance.

In conclusion, the Flipped Classroom model is an essential pedagogical strategy in the English language class, particularly in the context of the COVID-19 era. Its ability to facilitate remote learning, promote differentiation, encourage active participation, and enable personalized instruction makes it a valuable tool for educators. By embracing the Flipped Classroom model, English language teachers can navigate the challenges posed by the pandemic effectively and ensure optimal learning outcomes for their students.

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