The Impact of Flipped Classroom Models on K-12 Education in African Countries

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dc.contributor.authorBaingana J. K.
dc.date.accessioned2024-06-15T08:24:28Z
dc.date.available2024-06-15T08:24:28Z
dc.date.issued2024
dc.description.abstractThe flipped classroom model, which shifts direct instruction to outside the classroom and brings active learning into the classroom, has shown potential in enhancing student engagement and performance. This study investigates the implementation and impact of flipped classrooms in K-12 education across various African countries. Utilizing a systematic review and empirical data from randomized controlled trials, the research explores the challenges and opportunities associated with this pedagogical approach in resource-constrained settings. Findings suggest that while the flipped classroom model can significantly improve student outcomes, its effectiveness is contingent upon access to technology and ongoing teacher support. The study underscores the necessity for tailored strategies to overcome barriers and optimize the benefits of flipped learning in diverse educational contexts across Africa. Keywords: Flipped classroom, K-12 education, African education, blended learning, active learning, educational technology, student engagement and teacher training
dc.description.sponsorshipFaculty of Education Kampala International University Uganda
dc.identifier.issn1597-8656
dc.identifier.urihttp://hdl.handle.net/20.500.12493/14462
dc.language.isoen
dc.publisherRESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION
dc.titleThe Impact of Flipped Classroom Models on K-12 Education in African Countries
dc.title.alternativeChallenges, Opportunities, and Effectiveness
dc.typeArticle
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