EFFECT OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY ON ELECTRICAL INSTALLATION AND MAINTENANCE WORK STUDENTS' ACHIEVEMENT IN GOVERNMENT TECHNICAL COLLEGES OF GOMBE STATE

The main purpose of this study was to investigate the effects of flipped class-room instructional strategy on Electrical installation and maintenance works (EIMWT) students’ Achievement in GTCs in Gombe State, Nigeria. Electrical installation and maintenance works is a trade designed to provide both knowledge and skill that enable learners to efficiently perform in all aspect of Electrical installation and maintenance works and become self-reliant. Two (2) research questions and one (1) null hypothesis were set to guide the study. The study employed quasi-experimental research design. The experiment was carried out on all NTCII EIMWT students at Government Technical College Barunde, Kwami and Government Technical College Tula, in Gombe state. The study consisted of experimental group and control group each treated independently. The experiment lasted for a period of four (4) weeks. The test instrument used was 40 multiple choice questions adopted from NABTEB past question papers. Mean and standard deviation was used to answer the research questions, while ANCOVA was used to test the null hypotheses at 0.05 level of significance. The key findings of the study revealed that the flipped classroom teaching strategy improved the academic Achievement of electrical installation and maintenance work trade students and lecture teaching method. The study among others recommends that Policymakers and curriculum planners should incorporate flipped classroom instructional strategy into official technical education curricula and teacher training programs to ensure sustainable adoption and to improve students’ Achievement outcomes in Government Technical Colleges.