Effects of Task-Based Flipped Learning Strategy on Secondary Schools Students Academic Performance and Attitudes in English Reading Comprehension in Sokoto State, Nigeria

This study investigated the effects of the Task-Based Flipped Learning Strategy on the academic performance and engagement of secondary school students’ in English language Reading skills in Sokoto State, Nigeria. A pretest–posttest, non-equivalent quasi-experimental research design was adopted in the study. The target population comprised 52,124 Senior Secondary School II students in public secondary schools in the state. Using a multistage sampling technique, 246 SS II students from four public secondary schools were sampled and used in the study. Data were collected using the Reading Performance Test (RPT) and the Listening Engagement Questionnaire (LEQ). The instruments were validated by experts, and reliability indices of r = 0.81 and r = 0.75 were obtained, respectively. Mean, standard deviation, and independent samples t-test were used for data analysis at a 0.05 level of significance. The findings of the study revealed that students taught reading skills using the Task-Based Flipped Learning Strategy performed significantly better than those taught the same using the conventional teaching method. The results also showed that students exposed to the strategy demonstrated significantly higher levels of engagement in listening activities compared to their counterparts. The study concluded that the Task-Based Flipped Learning Strategy is more effective than the conventional method in improving students’ reading performance and engagement. It was, therefore, recommended that English language teachers in Sokoto State should adopt the strategy in teaching reading skills, and school administrators should support its implementation through the provision of instructional resources and teacher training.