INFLUENCE OF DISTANCE LEARNERS’ DEMOGRAPHIC VARIABLES ON MOTIVATION AND PERFORMANCE IN FLIPPED CLASSROOM

A. O. Egbedokun, O. M. Afolabi

Abstract


This study was carried out to investigate the influence of demographic variables of distance learners on their motivation to learn and perform in a flipped classroom. The study employed a survey research method. The sample for the study consisted of three hundred (300) distance learners who were selected from two distance learning centres. The centers were selected using a purposive sampling procedure because the two distance learning centers have deployed flipped learning mode. A questionnaire 4-point Likert scale questionnaire tagged: Flipped Classroom Motivation and Perception Questionnaire (FCMAPQ) was used in data collection. The results showed that only the sex variable (T=2.487, p<0.05) significantly contributed to the motivation of the learners in the flipped classroom. Results further showed that demographic variables of sex, work status, age and marital status (F=.15, p>0.05) have no influence on the performance of distance learners in the flipped classroom. The study concluded that though the demographic variable has no influence on the motivation and performance of distance learners, it is rather a plausible innovation in distance learning.

 

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flipped classroom, motivation, performance, correspondence, southwestern universities, Nigeria

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.4709

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