Review Article

Application of SQQ-Based Flipped Classroom Model on Students’ Achievement and Engagement in ICT Course

Mona Masood 1 * , Kamaludeen Samaila 2 , Kien T. Chau 1
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1 Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang, MALAYSIA2 Kebbi State University of Science and Technology, Aliero, Kebbi State, NIGERIA* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 6(1), February 2022, 21-26, https://doi.org/10.30935/mjosbr/11527
Published: 09 January 2022
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ABSTRACT

There is an agitation from teacher educators and experts that the traditional lecture-based method is no longer appropriate in teaching Information and Communication Technology (ICT) courses. Though, the government through its policies and reforms introduced ICT courses to schools and colleges to boost students’ ICT knowledge and skills for economic and national development. Studies from across all parts of the world show that using the traditional lecture-based method in teaching the ICT courses had affected students’ academic achievement and engagement. Scholars suggested using technologies and student-centered learning approaches to improve students’ achievement and engagement, particularly in the ICT courses. Flipped classroom model is one of the teaching and learning pedagogies that can overcome the limitations of the traditional lecture-based method. Few studies have investigated the effect of flipping classroom model for the students taking ICT courses. Hence, this paper presents a modified flipped classroom model to improve students’ achievement and learning engagement. The modified flipped classroom model comprises of social constructivist learning theory, bloom taxonomy, cooperative learning model, and study-quiz-question (SQQ) learning strategy.

CITATION (APA)

Masood, M., Samaila, K., & Chau, K. T. (2022). Application of SQQ-Based Flipped Classroom Model on Students’ Achievement and Engagement in ICT Course. Mediterranean Journal of Social & Behavioral Research, 6(1), 21-26. https://doi.org/10.30935/mjosbr/11527

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