In e na ional Jou nal o Inno a i e In en ions in Social Science and Humani ies
ISSN(p in ): 3050-6921, ISSN(online): 3050-693X
Volume 02 Issue 11 No embe 2025
DOI: 10.58806/ijiissh.2025. 2i11n04
Page No: 343-349
343 Volume 02 Issue 11 No embe 2025 Co esponding Au ho : Buha i Bello
E ec o Video-Based-Flipped Class oom App oach on Achie emen in
Qu ’anic Tex ual Concep s among Seconda y School S uden s in Kebbi S a e,
Nige ia
Buha i Bello 1 , Nasi u Bala2
1,2Depa men o Islamic S udies, Adamu Augie College o Educa ion, A gungu
ABSTRACT
ARTICLE DETAILS
This s udy in es iga ed he e ec s o he ideo-based lipped class oom on s uden s’ academic
achie emen in ex ual s udies o he Qu ’an in selec ed seconda y schools in Kebbi S a e. Th ee (3)
esea ch ques ions and co esponding hypo hesis we e o mula ed o guide he s udy. A quasi-
expe imen al esea ch design in ol ing p e- es , pos - es , non-equi alen , and non- andomized
compa ison g oups was adop ed. The s udy popula ion comp ised s uden s o e ing Qu ’anic ex ual
s udies, and a pu posi e sampling echnique was employed o selec 66 pa icipan s, wi h 34 s uden s
in he expe imen al g oup and 32 in he con ol g oup. An achie emen es on Qu ’anic ex ual s udies
was used as he ins umen o da a collec ion. The ins umen was alida ed by expe s and pilo es ed
o ob ain a eliabili y coe icien o 0.89 using es e- es me hod. Da a collec ed we e analysed using
mean sco es and s anda d de ia ions (SD) o esea ch ques ions, while hypo heses we e es ed using
- es s a is ics a he 0.05 le el o signi icance. The esea ch indings e ealed ha s uden s augh
using ideo-based lipped class oom achie ed signi ican ly highe pos - es sco e ou pe o ming he
con en ional me hod g oup wi h signi ican di e ence in hei pos - es sco es (p- alue=0.016). I was
ecommended ha go e nmen agencies, educa ional ins i u ions, and depa men s o Islamic s udies
should p omo e he in eg a ion o ideo-based lipped class oom models in Qu ’anic educa ion. This
can be achie ed by p o iding necessa y echnological acili ies, eache aining, and mul imedia
esou ces o acili a e e ec i e adop ion.
KEYWORDS: Video-Based, Flipped Class oom, Academic Achie emen , Tex ual S udies o Qu 'an.
Published On:
22 No embe 2025
A ailable on:
h ps://ijiissh.com/
INTRODUCTION
Educa ion is a undamen al aspec o human de elopmen , shaping indi iduals' in ellec ual, mo al, and social capaci ies. O e he
yea s, ad ancemen s in echnology ha e p o oundly in luenced he way eaching and lea ning is conduc ed, leading o he eme gence
o inno a i e eaching app oaches. One such app oach, he lipped class oom model, has ga ne ed signi ican a en ion o i s
po en ial o ans o m adi ional eaching me hods. Th ough e e sing he con en ional sequence o in-class ins uc ion and
homewo k, he lipped class oom shi s he ocus owa d ac i e, collabo a i e, and s uden -cen e ed lea ning (Be gmann & Sams,
2012). This model has been u he en iched h ough he in eg a ion o ideo-based con en , which p o ides isual and audi o y
s imuli o enhance lea ne s' unde s anding and engagemen (S. B. Bello e al., 2024). The lipped class oom app oach has been
implemen ed ac oss a ious disciplines, including he sciences, humani ies, and eligious s udies, wi h p omising esul s.
Kebbi S a e had been a majo cen e o Islamic knowledge since nine een h cen u y, as Shaykh U hman and Shaykh Abd Allah
es ablished hei schools in Gwandu own which se e as he o ma ion o eaching Islamic knowledge and also ex ual s udies o
Qu ’an, as hey conside ed knowledge as he basis o hei eligious mo emen , wi h an emphasis he impo ance o acquisi ion o
knowledge (Bello, 2018). Howe e , he Qu 'anic ex ual s udies as a c i ical componen o Islamic educa ion, i in ol e he
in e p e a ion, analysis, and memo iza ion o he Qu 'an's e ses. These s udies demand a deep unde s anding o he A abic language,
con ex ual meanings, and he b oade spi i ual and e hical eachings embedded in he ex . T adi ional me hods o eaching Qu 'anic
s udies o en ely on lec u e-based ins uc ion, which may limi s uden s' ac i e pa icipa ion and c i ical hinking. The adi ional
eache -cen ed app oach o en used in Qu ’anic ins uc ion, which emphasizes o e memo iza ion o e comp ehension and c i ical
ex ual engagemen . This app oach, while aluable o p esen a ion ends o limi lea ne s’ unde s anding o Qu ’anic meanings,
linguis ic s uc u es, and his o ical con ex s (Saeed & Akba , 2021).
E ec o Video-Based-Flipped Class oom App oach on Achie emen in Qu ’anic Tex ual Concep s among
Seconda y School S uden s in Kebbi S a e, Nige ia
344 Volume 02 Issue 11 No embe 2025 Co esponding Au ho : Buha i Bello
No wi hs anding, he ideo-based lipped class oom p esen s a compelling solu ion o some his challenge as i p o ides s uden s
wi h p e- eco ded ideo lessons (Abdu ahman e al., 2023). This app oach allows lea ne s o abso b ounda ional knowledge a
hei own pace ou side he class oom. Subsequen ly, class oom ime can be de o ed o in e ac i e ac i i ies, such as g oup
discussions, p oblem-sol ing exe cises, and p ac ical applica ions o he lea ned concep s. This shi no only empowe s s uden s o
ake owne ship o hei lea ning bu also os e s a deepe unde s anding o he Qu 'anic ex and i s eachings.
Academic achie emen , pa icula ly in he con ex o ex ual s udy o Qu ’anic educa ion, encompasses mul iple ace s, including
s uden s' abili y o comp ehend and e ain in o ma ion, e ec i ely in eg a e knowledge in o la ge pa e ns, hink c i ically, and
communica e hei unde s anding. Dabbagh (2011) emphasizes ha academic pe o mance ep esen s he esul o s uden s' e o s,
blending mo i a ion and conduc o achie e a pa icula le el o accomplishmen . This aligns wi h Adediwu a and Tayo (2007)
asse ion ha nume ous ac o s in luence s uden s' pe o mance, such as pa en ing, socio-economic backg ound, immedia e
en i onmen s, and class oom se ings in ea ly g ades, which signi ican ly impac academic success.
The e ec i eness o he ideo-based lipped class oom in enhancing s uden s' academic achie emen has been well-documen ed in
a ious educa ional con ex s. S udies ha e shown ha his app oach p omo es ac i e lea ning, imp o es e en ion o knowledge,
and cul i a es c i ical hinking skills (Odewumi & Yusu , 2018; Abanikannda, 2020; Özmen & Al un, 2014; Ge ude & Nwanneka,
2021). Fu he mo e, he use o ideo-based con en p o ides a mul isenso y lea ning expe ience ha ca e s o di e se lea ning s yles,
making i pa icula ly e ec i e o complex and abs ac subjec s. In he con ex o Qu 'anic ex ual s udies, he inco po a ion o
ideo-based ma e ials can o e isual ep esen a ions o linguis ic s uc u es, con ex ual explana ions, and eci a ion
demons a ions, he eby en iching s uden s' lea ning expe iences.
This s udy aims o in es iga e he e ec o he ideo-based lipped class oom on s uden s' academic achie emen in lea ning he
ex ual s udies o he Qu 'an. Speci ically, i seeks o assess how his inno a i e app oach impac s s uden s' comp ehension,
e en ion, and o e all engagemen wi h he subjec ma e . The s udy aims o p o ide aluable insigh s o educa o s, policymake s,
and esea che s in e es ed in enhancing he quali y o Qu 'anic educa ion, by examining he po en ial bene i s and challenges
associa ed wi h implemen ing his model.
Objec i e o he s udy
1. To e alua e he p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using ideo-based lipped class oom.
2. To e alua e he p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using con en ional me hod o
eaching.
3. To examine he di e ence be ween he academic achie emen o s uden s’ augh ex ual s udies o he Qu ’an using ideo-
based lipped class oom and hose augh using con en ional me hod o eaching.
Resea ch Ques ions
1. Wha is he di e ence be ween he p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using ideo-
based lipped class oom?
2. Wha is he di e ence be ween he p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using
con en ional me hod o eaching?
3. Wha is he di e ence be ween he academic achie emen o s uden s’ augh ex ual s udies o he Qu ’an using ideo-based
lipped class oom and hose augh using con en ional me hod o eaching?
Hypo heses
HO1: The e is no signi ican di e ence be ween p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using
ideo-based lipped class oom.
HO2: The e is no signi ican di e ence be ween p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using
con en ional me hod o eaching.
HO3: The e is no signi ican di e ence be ween academic achie emen o s uden s’ augh ex ual s udies o he Qu ’an using ideo-
based lipped class oom and hose augh using con en ional me hod o eaching.
METHODOLOGY
The s udy adop a quan i a i e esea ch app oach u ilizing a quasi-expe imen al design. This design allows he compa ison o wo
g oups: G oup (A) an expe imen al g oup exposed o a ideo-based lipped class oom app oach and G oup (B) a con ol g oup
augh using con en ional me hod o eaching in some seconda y schools wi hin Kebbi S a e as shown in igu e 1. Quan i a i e
me hods enable objec i e measu emen o academic achie emen , ocusing on nume ical da a analysis (Sani, 2017).
E ec o Video-Based-Flipped Class oom App oach on Achie emen in Qu ’anic Tex ual Concep s among
Seconda y School S uden s in Kebbi S a e, Nige ia
345 Volume 02 Issue 11 No embe 2025 Co esponding Au ho : Buha i Bello
Figu e 1: Resea ch Design
No e: VFC- Video-based Flipped Class oom and CMT-Con en ional Me hod o Teaching
The popula ion consis o seconda y school s uden s o s uden s in Kebbi S a e o e ing cou ses on Qu 'anic ex ual s udies. A
pu posi e sampling echnique was employed in selec ing he schools as shown in able 1. The jus i ica ion o he schools selec ion
was based on hei adequa e a ailable esou ces, ensu ing consis en educa ional en i onmen and minimized a iabili y in he s udy
con ex . S uden s o in ac classes was used o ep esen he expe imen al g oup and con ol g oup. Also, in ac classes was used o
a oid dis up ing he academic calenda , allowing he esea ch o be conduc ed wi hin he na u al low o he s uden s’ lea ning
p ocess. Howe e in he design, sample o he s udy a e p e- es ed in o de o de e mine he equi alence o he g oups.
Table 1: Samples o he s udy
SNo
G oups
Numbe o Samples
1.
G oup A- Video-base lipped Class oom
34
2.
G oup B- Con en ional Me hod o Teaching
32
To al
66
(Sou ce: Field S udy, 2025)
Ins umen used o da a collec ion was achie emen es o P e- es and pos - es assessmen s o measu e s uden s’ academic
achie emen in Qu 'anic ex ual s udies. The es s ocus on comp ehension, in e p e a ion, and analy ical skills ela ed o ex ual
con en . The es i ems unde go alida ion by expe s in Qu 'anic s udies and educa ion o ensu e con en eliabili y and accu acy
(Abdullahi, 2015). The in e nal consis ency o he es ins umen was e alua ed using Pea son’s Momen Co ela ion Coe icien
(PMCC) h ough es e- es me hod, a eliabili y coe icien o 0.89 was ob ained. The da a ob ained was o answe he esea ch
ques ions was analysed using desc ip i e s a is ics, while he hypo heses was es ed using - es a 0.05 le el o signi icance.
RESULTS
A desc ip i e s a is ics o mean and s anda d de ia ion we e used o answe he esea ch ques ions, while hypo heses we e es ed
using in e en ial s a is ics o pai ed sample - es and independen sample - es o 0.05 le el o signi icance.
Resea ch Ques ion 1:
Wha is he di e ence be ween he p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using ideo-based
lipped class oom?
Mean and s anda d de ia ion (SD) we e used o analysed p e- es and pos - es sco es o ideo-based lipped class oom g oup as
shown in able 2 below:
Table 2: Mean Sco es o P e- es and Pos - es o Video-based Flipped Class oom G oup
SNo
Tes
No. o S uden
Mean Sco e
SD
Mean Di e ence
1.
P e-Tes
34
19.71
6.13
21.82
2.
Pos -Tes
34
41.53
8.97
Table 2 p esen s he mean sco es and s anda d de ia ions o s uden s augh ex ual s udies o he Qu ’an using he ideo-based
lipped class oom app oach. The p e- es mean sco e and s anda d de ia ion we e 19.71 and 6.13 espec i ely, while pos - es mean
sco e and s anda d de ia ion we e 41.53 and 8.97 espec i ely. The mean di e ence o 21.82 indica es a ema kable imp o emen
in s uden s’ academic achie emen a e being exposed o he ideo-based lipped class oom.
E ec o Video-Based-Flipped Class oom App oach on Achie emen in Qu ’anic Tex ual Concep s among
Seconda y School S uden s in Kebbi S a e, Nige ia
346 Volume 02 Issue 11 No embe 2025 Co esponding Au ho : Buha i Bello
Resea ch Ques ion 2:
Wha is he di e ence be ween he p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using con en ional
me hod o eaching?
Mean and s anda d de ia ion (SD) we e used o analysed p e- es and pos - es sco es o con en ional me hod g oup as shown in
able 3 below:
Table 3: Mean Sco es o P e- es and Pos -Tes o Con en ional Me hod G oup
SNo.
Tes
No. o S uden
Mean Sco e
SD
Mean Di e ence
1.
P e-Tes
32
15.75
4.73
19.31
2.
Pos -Tes
32
35.06
12.16
The able 3 shows he mean sco es and s anda d de ia ions o he s uden s augh ex ual s udies o he Qu ’an using he con en ional
me hod o eaching. The p e- es mean sco e o 15.75 (SD=4.73) and pos - es mean sco e o 35.06 (SD=12.16) indica e ha he e
was a no iceable imp o emen in s uden s’ academic pe o mance. The mean di e ence o 19.31 signi ies ha while he
con en ional me hod enhanced lea ning ou comes o some ex en .
Resea ch Ques ion 3:
Wha is he di e ence be ween he academic achie emen o s uden s’ augh ex ual s udies o he Qu ’an using ideo-based lipped
class oom and hose augh using con en ional me hod o eaching?
Mean, s anda d de ia ion (SD) and mean di e ence we e used o analyse pos - es sco es o ideo-based lipped class oom and
con en ional me hod g oups as shown in able 4 below:
Table 4: Mean Di e ence o S uden s’ Achie emen o Video-based lipped class oom and Con en ional Teaching Me hod
SNo
Tes
No o S uden
Mean Sco e
SD
Mean Di e ence
1.
Pos -Tes VBF
34
41.53
8.97
6.47
2.
Pos -Tes CMT
32
35.06
12.16
Table 4 p esen s he compa ison o pos - es mean sco es be ween s uden s augh ex ual s udies o Qu ’an using ideo-based
lipped class oom and hose augh using he con en ional me hod. The ideo-based lipped class oom g oup eco ded a pos - es
mean sco e o 41.53 (SD=8.97), while he con en ional me hod g oup ob ained a mean sco e o 35.06 (SD=12.16). The mean
di e ence o 6.47 e eals ha s uden s exposed o he ideo-based lipped class oom pe o med be e ha hei coun e pa s augh
h ough he adi ional me hod.
Hypo hesis 1:
The e is no signi ican di e ence be ween p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using ideo-
based lipped class oom.
A pai ed sample - es was conduc ed on p e- es and pos - es sco es o ideo-based lipped class oom g oup as shown in able 5
below:
Table 5: Analysis o Pai ed Sample - es o P e- es and Pos - es sco es in Video-based Flipped Class oom
SNo
Tes
N
Mean
SD
D
R
T
P-Value
1.
P e-Tes
34
19.71
6.13
33
0.912
-12.76
0.000
2.
Pos -Tes
41.53
8.97
**Signi ican a 0.05 (Rejec ed)
Table 5 shows he pai ed sample - es esul compa ing p e- es and pos - es mean sco es o s uden s augh ex ual s udies o he
Qu ’an using ideo-based lipped class oom. The analysis yielded a - alue o -12.76 wi h P- alue o 0.000 a a 0.05 le el o
signi icance. Since he P- alue (0.000) is less han 0.05, he esul indica es a s a is ically signi ican di e ence be ween he p e- es
and pos - es mean sco es. This implies ha he ideo-based lipped class oom s a egy had a posi i e and signi ican e ec on
s uden s’ academic achie emen in Qu ’anic ex ual s udies. The e o e, he null hypo hesis (HO₁) s a ing ha he e is no signi ican
di e ence be ween p e- es and pos - es sco es o s uden s augh using he ideo-based lipped class oom is ejec ed.
Hypo hesis 2:
The e is no signi ican di e ence be ween p e- es and pos - es sco es o s uden s augh ex ual s udies o he Qu ’an using
con en ional me hod o eaching.
E ec o Video-Based-Flipped Class oom App oach on Achie emen in Qu ’anic Tex ual Concep s among
Seconda y School S uden s in Kebbi S a e, Nige ia
347 Volume 02 Issue 11 No embe 2025 Co esponding Au ho : Buha i Bello
A pai ed sample - es was conduc ed on p e- es and pos - es sco es o con en ional eaching me hod g oup as shown in able 6
below:
Table 6: Analysis o Pai ed Sample - es o P e- es and Pos - es Sco es in Con en ional Teaching Me hod
SNo
Tes
N
Mean
SD
D
R
T
P-Value
1.
P e-Tes
32
15.75
4.73
31
0.878
-10.33
0.000
2.
Pos -Tes
35.06
12.16
**Signi ican a 0.05 (Rejec ed)
Table 6 p esen s he esul o he pai ed sample - es compa ing p e- es and pos - es mean sco es o s uden s augh Tex ual S udies
o he Qu ’an using he con en ional me hod. The compu ed - alue was -10.33 wi h a P- alue o 0.000 a he 0.05 le el o
signi icance. Since he P- alue (0.000) is less han 0.05, he esul e eals a signi ican di e ence be ween he p e- es and pos - es
mean sco es o s uden s in he con en ional g oup. This implies ha al hough he adi ional eaching me hod imp o ed s uden s’
achie emen , i s e ec was no as p onounced as ha o he ideo-based lipped class oom. Hence, he null hypo hesis (HO₂) is also
ejec ed.
Hypo hesis 3:
The e is no signi ican di e ence be ween academic achie emen o s uden s’ augh ex ual s udies o he Qu ’an using ideo-based
lipped class oom and hose augh using con en ional me hod o eaching.
An independen sample - es was conduc ed on pos - es sco es o ideo-based lipped class oom g oup and con en ional eaching
me hod g oup as shown in able 7 below:
Table 7: Analysis o Independen - es o Video-based lipped class oom and Powe Poin Flipped Class oom
SNo
Tes
N
Mean
SD
D
T
P-Value
1.
Pos -Tes VBF
34
41.53
8.97
64
2.47
0.016
2.
Pos -Tes CMT
32
35.06
12.16
**Signi ican a 0.05 (Rejec ed)
Table 7 shows he independen - es esul compa ing he pos - es mean sco es o s uden s augh Tex ual S udies o he Qu ’an
using he ideo-based lipped class oom and hose augh h ough he con en ional me hod. The compu ed - alue was 2.47 wi h a
P- alue o 0.016 a he 0.05 le el o signi icance. Since he P- alue (0.016) is less han 0.05, he esul indica es a signi ican
di e ence be ween he wo g oups. This means ha s uden s augh wi h he ideo-based lipped class oom pe o med signi ican ly
be e han hose augh wi h he con en ional me hod. The e o e, he null hypo hesis (HO₃), which s a es ha he e is no signi ican
di e ence be ween he academic achie emen o s uden s augh using he ideo-based lipped class oom and hose augh using
he con en ional me hod, is ejec ed.
DISCUSSION OF FINDINGS
Resea ch ques ion one inding e eals ha s uden s exposed o ex ual s udies o he Qu ’an using he ideo-based lipped class oom
had a highe pos - es mean sco e compa ed o hei p e- es sco es. This indica es a signi ican imp o emen in hei academic
achie emen a e he in e en ion. The e o e, he null hypo hesis one was ejec ed (p- alue = 0.000) because he e was a s a is ically
signi ican di e ence be ween s uden s’ p e- es and pos - es sco es. This imp o emen can be a ibu ed o enhanced cogni i e
engagemen h ough mul imedia lea ning p inciples, epea ed access o ins uc ional ideos, and inc eased s uden in e ac ion du ing
in-class ac i i ies. This inding suppo s he wo k o Bello e al. (2024) who disco e ed ha ideo lipped class oom enhanced
compu e p og amming academic achie emen . I also align wi h s udy o Abdu ahman e al. (2023), who ound ha lipped
class oom ins uc ion enhances s uden s’ pe o mance in ma hema ics and geome y. Simila ly, he inding is consis en wi h
Ib ahim and Ha una (2017), who epo ed ha he implemen a ion o he lipped eaching echnique signi ican ly imp o es academic
pe o mance among accoun ing s uden s. In addi ion, Makinde (2017) obse ed ha he lipped class oom s a egy leads o imp o ed
pos - es pe o mance among ma hema ics o seconda y school s uden s. Fu he mo e, Oladimeji e al. (2021) ound ha s uden s
augh using he Flipped Class oom Video Ins uc ional S a egy pe o med be e han hei coun e pa s augh wi h adi ional
s a egies. The e o e, his s udy a i ms ha he use o ideo-based lipped class oom enhances s uden s’ academic pe o mance in
he ex ual s udies o he Qu ’an.
Resea ch ques ion wo inding e eals ha he e was also an inc ease in he pos - es mean sco es o s uden s augh ex ual s udies
o he Qu ’an using he con en ional eaching me hod compa ed o hei p e- es sco es. The co esponding null hypo hesis was
ejec ed (p- alue = 0.000) based on he pai ed sample - es analysis, showing a signi ican di e ence be ween he wo es s. This
imp o emen may be a ibu ed o he s uc u ed con en deli e y and ein o cemen o lessons h ough epe i ion ypical o
E ec o Video-Based-Flipped Class oom App oach on Achie emen in Qu ’anic Tex ual Concep s among
Seconda y School S uden s in Kebbi S a e, Nige ia
348 Volume 02 Issue 11 No embe 2025 Co esponding Au ho : Buha i Bello
adi ional class oom se ings. Howe e , when compa ed o he ideo-based lipped class oom, he con en ional me hod was less
e ec i e in p omo ing highe -le el unde s anding and engagemen . This shows ha while adi ional eaching emains aluable,
in eg a ing mode n app oaches like lipped class ooms o e s supe io bene i s in enhancing comp ehension and lea ne au onomy,
especially in Qu ’anic ex ual s udies ha equi e deep e lec ion and unde s anding.
The esul o esea ch ques ion h ee indica es ha s uden s augh ex ual s udies o he Qu ’an using he ideo-based lipped
class oom pe o med signi ican ly be e han hose augh using he con en ional me hod o eaching. The co esponding null
hypo hesis was ejec ed (p- alue = 0.000), showing a signi ican mean di e ence in he academic achie emen o bo h g oups. This
sugges s ha he lipped class oom s a egy was mo e e ec i e in enhancing s uden s’ unde s anding, e en ion, and o e all
pe o mance. The supe io pe o mance o he ideo-based g oup may be due o he oppo uni y o lea ne s o e iew ideo lessons
epea edly, allowing deepe unde s anding and ein o cemen o Qu ’anic ex s. This inding con adic s ha o Akingbemisilu
(2017), who epo ed ha anima ion-based lipped class oom ins uc ion led o highe academic achie emen han ideo-based
lipped class oom in biology p ac icals. Ne e heless, i aligns wi h A ah e al. (2024), who ound ha lipped class oom enhanced
s uden s’ academic achie emen in lea ning Ma hema ics in Seconda y schools. Hence, his s udy unde sco es he pedagogical alue
o ideo-based lipped lea ning as a powe ul ins uc ional ool o imp o ing he eaching and lea ning o Qu ’anic ex ual s udies.
The indings o his s udy align s ongly wi h Maye ’s Mul imedia Lea ning Theo y (MMLT), which posi s ha lea ning is mos
e ec i e when in o ma ion is p esen ed h ough bo h isual and audi o y channels a he han h ough wo ds alone (Maye , 2005).
The supe io pe o mance o s uden s exposed o he ideo-based lipped class oom can be explained by he mul imedia p inciple,
whe e ideo lessons p o ided dual modes o in o ma ion p ocessing isual ep esen a ions o Qu ’anic ex s and audi o y
explana ions o meanings, he eby enhancing comp ehension and e en ion. Acco ding o Maye (2003, 2024), e ec i e lea ning
occu s when lea ne s ac i ely selec , o ganize, and in eg a e in o ma ion om bo h channels wi h hei p io knowledge,
cons uc ing cohe en men al models ha aid long- e m unde s anding. In his s udy, s uden s who engaged wi h ideo-based
ma e ials could p ocess in o ma ion a hei own pace, e isi complex con en , and connec new insigh s wi h hei exis ing
knowledge o Qu ’anic s udies. This p ocess e lec s he ac i e lea ning and limi ed capaci y p inciples o MMLT, as lea ne s
managed hei cogni i e load mo e e icien ly while engaging deeply wi h he ins uc ional con en . Thus, he imp o ed academic
achie emen obse ed among s uden s augh h ough he ideo-based lipped class oom demons a es he p ac ical ele ance o
Maye ’s heo y in guiding he design and implemen a ion o mul imedia-suppo ed ins uc ion in Qu ’anic educa ion.
CONCLUSION
The indings o his s udy e eal ha bo h he ideo-based lipped class oom and he con en ional eaching me hod signi ican ly
imp o e s uden s’ academic achie emen in he ex ual s udies o he Qu ’an. Howe e , he ideo-based lipped class oom
demons a ed g ea e e ec i eness, as e idenced by he highe pos - es mean sco es and signi ican mean di e ences be ween he
g oups. The s udy he e o e concludes ha he ideo-based lipped class oom p o ides a mo e e ec i e and engaging means o
eaching Qu ’anic s udies by enhancing comp ehension, lea ne pa icipa ion, and e en ion. These esul s a i m he impo ance o
in eg a ing digi al pedagogies and mul imedia s a egies in eligious educa ion o imp o e lea ning ou comes and align Qu ’anic
educa ion wi h con empo a y educa ional inno a ions.
RECOMMENDATIONS
1. Go e nmen , educa ional ins i u ions, and Islamic s udies depa men s should suppo and encou age he adop ion o ideo-
based lipped class oom s a egies in Qu ’anic educa ion by p o iding eache s wi h he necessa y echnological acili ies,
mul imedia ools, and ins i u ional pla o ms o c ea ing ins uc ional ideos.
2. Qu ’anic and Islamic s udies eache s should be ained in digi al pedagogy, ideo lesson design, and lipped lea ning models
o enhance hei ins uc ional deli e y and p omo e in e ac i e lea ning en i onmen s.
3. Fu u e s udies should explo e he long- e m impac o he lipped class oom app oach on s uden s’ mo al de elopmen ,
in e p e a i e compe ence, and spi i ual engagemen wi h Qu ’anic ex s, as well as i s applicabili y ac oss di e en Islamic
educa ional ins i u ions and con ex s.
ACKNOWLEDGMENT
The au ho s would like o exp ess hei g a i ude o he Te ia y Educa ion T us Fund (TETFund) o hei gene ous suppo o his
esea ch.
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