Impact of Flipped Video-based Learning on Attention Span and Retention among Upper Basic Learners with Attention Difficulties (ADHD) in Kaduna State, Nigeria

Solomon Moses

Abstract


This study examined the impact of flipped video-based learning on attention span and retention among upper basic learners with Attention Deficit Hyperactivity Disorder (ADHD) in Kaduna State, Nigeria. The study employed quasi-experimental design with a pre-test post-test control group. A total of 62 students diagnosed with ADHD were purposively selected from public schools with ICT facilities, divided into experimental (30 students) and control (32 students) groups. The experimental group received flipped video-based English instruction for four weeks, while the control group was taught through traditional lecture-based methods. Data were collected using the Attention Span Rating Scale (ASRS), English Retention Test (ERT), and English Performance Test (EPT). The results indicated a statistically significant improvement in both attention span (F(1, 59) = 43.548, p < .000) and retention (F(1, 59) = 121.810, p < .001) in the experimental group. The findings support the use of flipped video-based learning as an effective strategy for enhancing attention and retention among learners with ADHD. The study is underpinned by Cognitive Load Theory and Self-Regulated Learning Theory, highlighting the benefits of learner autonomy, and reduced cognitive overload. Based on these results, the study recommends the integration of flipped learning into school curricula for students with ADHD, and collaborative efforts from educational psychologists and counselors to support personalized learning strategies.


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References


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