Published Article

ABSTRACT

This study examined the potency of the flipped classroom model as a correlate of student-centred learning, emphasizing how its structure promotes autonomy, active participation and deeper comprehension. Descriptive survey design was adopted for this study. The study was carried out in Uyo Metropolis, Akwa Ibom State, Nigeria. The targeted population consist of all students and teachers in selected secondary and tertiary institutions within Uyo Metropolis. A simple random sampling technique was employed to select 30 students and 10 teachers from each of the 5 selected institutions in Uyo Metropolis. This gave a total sample size of 200 respondents. Data were collected using a structured questionnaire titled “Flipped Classroom and Student-Centred Learning Questionnaire” (FCSCLQ). Face and content validation of the instrument was carried out by an expert in Test, Measurement, and Evaluation to ensure its accuracy, appropriateness, and completeness for the study. The reliability coefficient obtained was 0.86, which was considered sufficiently high to justify the use of the instrument. The data generated for this study were analyzed using appropriate statistical techniques, including descriptive statistics to answer the research questions and regression analysis to test the hypothesis. The study concluded that by shifting foundational content delivery to out-of-class settings and using classroom time for active engagement, the flipped approach fosters autonomy, collaboration and deeper understanding among students. One of the recommendation made was that learners should be encouraged to take responsibility for pre-class preparation, as consistent engagement with pre-class materials is essential for meaningful participation and the success of the student-centred flipped model.