School of Teacher Education

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    THE EFFECTS OF FLIPPED CLASSROOM INSTRUCTION ON STUDENTS’ ENGLISH ACADEMIC ACHIEVEMENTS IN EMDIBER GENERAL SECONDARY SCHOOL IN CHEHA WOREDA, GURAGE ZONE
    (Hawassa University, 2024-11) REMLA SHEREFA SEID
    This study aimed to investigating the effects of flipped classroom instruction on students’ English academic achievements in Emdebir General Secondary School, Cheha Woreda, Gurage zone. The researcher employed a mixed-methods sequential explanatory design was used. The quantitative data was collected through a quasi-experimental design and the qualitative data was followed using focus group interviews to clarify the experiment's results. From five sections two sections were selected as control group (N=40) and experimental group (N=40) by using simple random sampling techniques. Pre-test and post-tests were administered before and after the intervention. The control group was exposed to traditional lecture-based instruction, whereas the experimental group received flipped classroom instruction (intervention), and the experimental group students were involved in the advanced sharing of eight video lectures through the telegram group and Xender. In this study, data were gathered through student achievement tests, focus group interviews were conducted with 10 experimental group students, and a checklist-based observation was also made to determine school technology availability. The quantitative data were analyzed with independent samples t-test (using SPPS v27) to compare pre-test and post-test across the groups, whereas the qualitative data was analyzed through narration. The findings revealed that the implementation of flipped classroom instruction in the English classrooms results in a statistically significant difference at the level of significance (α <0.05) between control and experimental groups. The study also found that students had positive attitudes towards the flipped classroom instruction they were considerably satisfied with them. The study also found that the flipped classroom instruction is more engaging and effective than the traditional lecture method by enhancing student’s communication with peers, improving understanding, and increasing motivation to learn English. The study concludes that flipped classroom instruction is a powerful teaching strategy when used by secondary school students to improve their English, as it fosters active learning, peer interactions, and engagement with their peers. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom instruction in secondary school English language classrooms.