Use of flipped learning in teaching social studies among grade six learners in primary schools in Nandi County, Kenya

Abstract

Flipped classroom is an innovative learning model which promotes learning through myriad means but is universally defined through changing roles of the teacher and the learner. It fosters increased interaction between students and teachers, promoting personalized and autonomous learning experiences. The current study sought to determine the competence of teachers of social studies in Nandi County interpreted the model in teaching social studies to grade six learners. The study objectives included; assess teachers’ competencies, evaluate instructional activities teachers designed in teaching Social Studies, assess the input of parents and caregivers, determine the resources used to support the teaching and examine the pedagogical challenges. The study adopted Len Vygotsky’s social constructivism theory. The study adopted a mixed method approach with a descriptive research design. The main respondents for the study were grade six teachers of social studies selected from public primary schools in Nandi County and selected head teachers at primary schools. The target population of the study was 168 teachers and 18 head teachers. Teachers sample size was calculated using Yamens formulae. Public primary schools were stratified along the different sub-counties. A total of 118 schools out of 767 schools that were in existence at the time of the study were picked. From each school a social studies teacher who taught social studies in grade six was purposively picked. Data was qualitatively and quantitatively analyzed and presented along themes based on the study objectives. Based on the first objective majority of teachers 71(67.6%) indicated that they lacked the necessary and relevant skills to facilitate flipped classroom. The second objective showed that in-class activities included class discussions (58.1%), collaborative activities among learners (62.9%), games, simulations and quizzes (58.1%) individual problem-solving exercises (62%) and affinity grouping exercises (46.7%). Based on the third objective, qualitative data indicated that most parents were reported to be unsupportive either because of their economic status or their attitude. Findings from the fourth objective revealed universal use of materials that were easily available. These included mobile phones as a digital device and newspapers. Based on the fifth objective which was to examine the challenges that inhibited the use of flipped classroom as an instructional strategy, several challenges took many forms and were conveniently categorized as being either learner related, institutional related, home or family related and operational. The findings revealed several learner related challenges. These included: learners lack of familiarity with flipped classroom which made them treat personal learning more like home assignment. Instructional materials were regarded as boring or hard to relate with as well as failure to clearly follow instructions along with the failure to engage their parents. Despite many challenges such as unwilling parents, the study should broaden understanding of flipped classroom as a pedagogical model.