Authors : Muhammad Galadima; Musa A. Maianguwa; Zainab Abubakar Aliyu

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://rb.gy/i0tvqo

Scribd : https://rb.gy/xa0l7d

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN1047

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study aims at finding out the effect of WhatsApp-utilized flipped classroom on students’ academic performance and retention at VTE Department of Abubakar Tafawa Balewa University, Bauchi. Flipped classroom approach involves an instructional strategy where students watch a video of learning materials and completing assignments at home, while in-class time is used for hands-on activities and collaborative learning. This study applied the quasi- experimental design. The session was 2022/2023. The population was the students of vocational and technology education department of Abubakar Tafawa Balewa University, Bauchi which consists of 87 students. The samples were 42 students of 300 level. The experimental class was taught using WhatsApp utilized flipped classroom. The tests consisted of pre-test and post- test. The instrument used in this study was applied mechanics achievement test. The data were analyzed using paired sample t-test. The hypothesis of this research stated there was a significant effect in WhatsApp utilized flipped classroom on students’ performance in applied mechanic test at vocational and technology education department of Abubakar Tafawa Balewa University, Bauchi. The result of paired sample t- test shown that the asymp sig. is 0.000. It means that the asymp sig. was lower than 0.05 (0.000 < 0.05). Therefore, the H1 is accepted. It was concluded that WhatsApp has significant effect on students’ performance and retention at the vocational and technology education department of Abubakar Tafawa Balewa University, Bauchi.

Keywords : WhatsApp, Flipped Classroom.

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