@Article{crph892,
AUTHOR = {Appiah, Solomon},
TITLE = {Challenges Learners Face in Using the Flipped Classroom Model in the Teaching and Learning of Religious and Moral Education in the Nzema East Municipality of the Western Region of Ghana},
JOURNAL = {Current Research in Public Health},
VOLUME = {4},
YEAR = {2024},
NUMBER = {1},
PAGES = {12-19},
URL = {https://www.scipublications.com/journal/index.php/UJSSH/article/view/892},
ISSN = {2831-5162},
DOI = {10.31586/ujssh.2024.892},
ABSTRACT = {Challenges are part and parcel of human activities. Quantitatively, a relational survey model research was adopted for the study. The population for this study comprised all Junior High School (JHS) Religious and Moral Education (RME) students in Bokro M/A JHS and the Eziom Methodist JHS in the Nzema-East Municipality of the Western Region. Purposive and random sampling techniques were used to select the schools and respondents for the study. The main instruments for data collection were a test and a questionnaire. The data from both the control and experimental groups on the challenges learners face in using the flipped classroom model in RME were analysed using means and standard deviations. The study indicates the challenges learners face by employing the flipped classroom model to learn include lack of data to access the internet, frequent light outs, lack of technological devices to access contents, frequent power outages, and difficulty in comprehending some of the materials given to them. Given that learners face frequent power outages during periods that they watch videos assigned to them by their teachers, it is recommended that the government and the Electricity Company of Ghana ensure that there is a constant flow of power to allow learners trying to use the flipped classroom to learn are without any hindrance. It is also recommended that the Ghana education service should organise continuing professional development for RME teachers on effective uses of technology in teaching and learning subject concepts. The government should also supply the basic schools with all the needed technological devices to promote effective teaching, learning and assessment.},
}

%0 Journal Article
%A Appiah, Solomon
%D 2024
%J Current Research in Public Health

%@ 2831-5162
%V 4
%N 1
%P 12-19

%T Challenges Learners Face in Using the Flipped Classroom Model in the Teaching and Learning of Religious and Moral Education in the Nzema East Municipality of the Western Region of Ghana
%M doi:10.31586/ujssh.2024.892
%U https://www.scipublications.com/journal/index.php/UJSSH/article/view/892

TY  - JOUR
AU  - Appiah, Solomon
TI  - Challenges Learners Face in Using the Flipped Classroom Model in the Teaching and Learning of Religious and Moral Education in the Nzema East Municipality of the Western Region of Ghana
T2  - Current Research in Public Health
PY  - 2024
VL  - 4
IS  - 1
SN  - 2831-5162
SP  - 12
EP  - 19
UR  - https://www.scipublications.com/journal/index.php/UJSSH/article/view/892
AB  - Challenges are part and parcel of human activities. Quantitatively, a relational survey model research was adopted for the study. The population for this study comprised all Junior High School (JHS) Religious and Moral Education (RME) students in Bokro M/A JHS and the Eziom Methodist JHS in the Nzema-East Municipality of the Western Region. Purposive and random sampling techniques were used to select the schools and respondents for the study. The main instruments for data collection were a test and a questionnaire. The data from both the control and experimental groups on the challenges learners face in using the flipped classroom model in RME were analysed using means and standard deviations. The study indicates the challenges learners face by employing the flipped classroom model to learn include lack of data to access the internet, frequent light outs, lack of technological devices to access contents, frequent power outages, and difficulty in comprehending some of the materials given to them. Given that learners face frequent power outages during periods that they watch videos assigned to them by their teachers, it is recommended that the government and the Electricity Company of Ghana ensure that there is a constant flow of power to allow learners trying to use the flipped classroom to learn are without any hindrance. It is also recommended that the Ghana education service should organise continuing professional development for RME teachers on effective uses of technology in teaching and learning subject concepts. The government should also supply the basic schools with all the needed technological devices to promote effective teaching, learning and assessment.
DO  - Challenges Learners Face in Using the Flipped Classroom Model in the Teaching and Learning of Religious and Moral Education in the Nzema East Municipality of the Western Region of Ghana
TI  - 10.31586/ujssh.2024.892
ER  -