ASSESSMENT OF THE IMPACT OF FLIPPED CLASSROOM MODEL IN DIGITAL EDUCATION ON SCIENCE TEACHERS’ PEDAGOGICAL TRANSFORMATION AND SUSTAINABILITY IN ODeL IN KADUNA STATE
Keywords:
Open and distance learning, flipped digital education, science teachers, transformation, and sustainabilityAbstract
This study assessed the impact of the flipped classroom model in digital education on science teachers’ pedagogical transformation and sustainability in open and distance learning (ODL) in Kaduna State, Nigeria. The study adopted a descriptive survey design, with a population of 406 science teachers drawn from the National Open University of Nigeria (NOUN), Kaduna Study Centre, Kaduna Polytechnic, and Ahmadu Bello University Distance Learning Centre. Using the Taro Yamane formula, a sample of 201 teachers was selected, and data were collected through a 15-item structured questionnaire. Out of the administered copies, 187 were validly returned and analyzed using descriptive statistics. Findings revealed that flipped digital education significantly enhanced teachers’ ability to design interactive lessons, improved their teaching skills, and fostered students’ engagement and motivation. However, the study identified challenges such as inadequate digital infrastructure, low digital literacy, insufficient funding, limited technical support, and irregular training opportunities. To sustain flipped digital education, strategies such as regular professional development, investment in robust digital infrastructure, institutional collaborations with technology firms, and consistent monitoring and evaluation were proposed. The study concluded that flipped digital education positively transforms science teachers’ pedagogical practices and contributes to sustainable ODL delivery. It recommended continuous capacity building and policy support to address infrastructural and training gaps and ensure effective integration of digital innovations in science education.
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