Nigerian Social Studies In-Service Teachers' Perceived Challenges of Using the Flipped Classroom Method (FCM) of Teaching and the Needed Coping Strategies

Abstract

This study investigates the challenges Nigerian Social Studies in-service teachers face in implementing the flipped classroom method and explores strategies for overcoming these barriers. The flipped classroom approach shifts instructional content delivery outside the classroom, reserving class time for active learning, and has gained global traction for enhancing student engagement. However, in Nigeria, integrating this model is hindered by inadequate technological infrastructure, unreliable internet connectivity, insufficient teacher training, and cultural preferences for teacher-centred instruction. Using a mixed-methods design, data were collected from a survey of 100 in-service teachers and interviews with 20 pre-service teachers participating in a government-sponsored professional development workshop. Results show that 63% of respondents have little or no exposure to the flipped classroom method, citing challenges such as limited access to digital tools, resource constraints, difficulty motivating students, and assessment complexities. Despite these obstacles, most teachers expressed readiness for ongoing professional development and a willingness to adopt innovative methodologies. Statistical analysis showed a significant link between teacher exposure to the flipped classroom approach and improvements in student engagement and academic achievement. The findings highlight the urgent need for systemic support, continuous training, and improved access to educational technology. The study recommends focused institutional investment in professional development, collaborative teaching practices, and integrating flipped classroom skills into national teacher preparation policies to support effective adoption and scaling in Nigerian schools