Pedagogical Research

• Abd Algani, Y. M. (2021). The effect of the collaborative learning technique on students’ educational performance in math. Journal for the Mathematics Education and Teaching Practices, 2(2), 81-91.
• Adegoke, B. A. (2011). Effect of indirect teacher influence on dependent-prone students’ learning outcome in secondary school mathematics. Electronic Journal of Research in Educational Psychology, 9(1), 283‑308. https://doi.org/10.25115/ejrep.v9i23.1438
• Adonu, C. J., Nwagbo, C. R., Ugwuanyi, C. S., & Okeke, C. I. O. (2021). Improving students’ achievement and retention in biology using flipped classroom and powerpoint instructional approaches: Implication for physics teaching. International Journal of Psychosocial Rehabilitation, 25(2), 234-247.
• Ajayi, K. O., Lawani, A. O., & Salomi, M. O. (2012). The influences of self-concept and academic motivation on students’ attitude to mathematics in selected secondary schools in Ogun State, Nigeria. European Journal of Scientific Research, 67(3), 444-455.
• Alharbi, S. M., Elfeky, A. I., & Ahmed, E. S. (2022). The effect of e-collaborative learning environment on development of critical thinking and higher order thinking skills. Journal of Positive School Psychology, 6(6), 6848-6854.
• Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
• Dauda, B., Jambo, H. E., & Umar, M. A. (2016). Students’ perception of factors influencing teaching and learning of mathematics in senior secondary schools in Maiduguri Metropolis, Borno State, Nigeria. Journal of Education and Practice, 7(20), 43-51.
• Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Zizak, M. (2022). Flipped classrooms in higher education during COVID-19 pandemic: findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19, 9. https://doi.org/10.1186/s41239-021-00316-4
• Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs. SAGE Publications.
• Fakomogbon, M, A., & Bolaji, H. O. (2017). Effects of collaborative learning styles on performance of students in a ubiquitous collaborative mobile learning environment. Contemporary Educational Technology, 8(3), 268-279. https://doi.org/10.30935/cedtech/6200
• Falode, O. C., & Mohammed, I. A. (2023a). Educational technology undergraduates’ performance in a distance learning course using three courseware formats. International Review of Research in Open and Distributed Learning, 24(4), 1-19. https://doi.org/10.19173/irrodl.v24i4.7219
• Falode, O. C., & Mohammed, I. A. (2023b). Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings. Journal of Digital Educational Technology, 3(1), ep2303. https://doi.org/10.30935/jdet/13106
• Förster, M., Maur, A., Wieser, C., & Winkel., K. (2022). Pre-class video watching fosters achievement and knowledge retention in a flipped classroom. Computers & Education, 179, 104399. https://doi.org/10.1016/j.compedu.2021.104399
• Fung, C. H. (2020). How does flipping classroom foster the STEM education: A case study of the FPD model. Technology Knowledge Learning, 25, 479-507. https://doi.org/10.1007/s10758-020-09443-9
• Gabriel, C. J., & Akinboboye, O. (2019). Effects of video-taped instructional strategy and retention of senior secondary 2 chemistry students in Lagos State. International Journal on Research in STEM Education, 1(1), 1-13. https://doi/org/10.31098/ijrse.v1i1.56
• Gambari, A. I., Bello, R. M., Agboola, A. K., & Adeoye, A. I (2016). Impact of flipped classroom instructional model on students’ achievement and retention of mammalian skeletal system in Minna, Niger State, Nigeria. International Journal of Applied Biological Research, 7(2), 193-207.
• Gambari, A. I., Yaki, A. A., Gana, E. S., & Ughovwa, Q. E. (2014). Improving secondary school students’ achievement and retention in biology through video-based multimedia instruction. InSight: A Journal of Scholarly Teaching, 9, 78-91. https://doi.org/10.46504/09201407ga
• Gambari, A. I., Yusuf, M. O. (2016). Effects of computer-assisted jigsaw II cooperative learning strategy on physics achievement and retention. Contemporary Educational Technology, 7(4), 352-367. https://doi.org/10.30935/cedtech/6181
• Gambari., A. I., & Yusuf, M. O. (2017). Relative effectiveness of computer-supported jigsaw II, STAD and TAI cooperative learning strategies on performance, attitude, and retention of secondary school students in physics. Journal of Peer Learning, 10, 76-94.
• Ghahfarokhi, M.M., Arzani-Birgani, A., Taheri, N., & Maqsood, F. (2022). Comparing the effects of demonstration, video display, and virtual social networks on nursing students’ learning of hemodialysis clinical skills: An interventional and comparative study. Journal of Education Health Promotion, 11(1), 163. https://doi.org/10.4103/jehp.jehp_850_21
• Haataja, E., Dindar, M., Malmberg, J., & Jarvela, S. (2022). Individuals in group: Metacognition and regulatory predictors of learning achievement in collaborative learning. Learning and Individual Differences, 96, 102-146. https://10.org/10.1016/j.lindif.2022.102146
• Hasancebi, B., Terzi, Y., & Kucuk, Z. (2020). Distractor analysis based on item difficulty index and item discrimination index. Gumushane University Journal of Science Institute, 10(1), 224-240.
• Higgins, J., Moeed, A., & Eden, R. (2018). Video as a mediating artifact of science learning: Cogenerated views of what helps students learn from watching video. Asia-Pacific Science Education, 4, 6. https://doi.org/10.1186/s41029-018-0022-7
• Ibragimov, A. G., Gimaliev, V. G., Khrisanova, E. G., Aleksandrova, N. S., Omarova, L. B., & Bakiev, A. G. (2023). Assessing the effectiveness of smartphones in education: A meta-analysis of recent studies. Online Journal of Communication and Media Technologies, 13(2), e202310. https://doi.org/10.30935/ojcmt/12877
• Khoo, Y. Y., Khuan W. B., Abd-Hadi, F. S., & AbuBakar, M. S. (2020). The effect of video-based collaborative learning among economics’ undergraduates in Malaysia. International Journal of Advanced Science and Technology, 29(6), 272‑281.
• Lange, C., & Costley, J. (2020). Improving online video lectures: Learning challenges created by media. International Journal of Educational Technology in Higher Education, 17, 16. https://doi.org/10.1186/s41239-020-00190-6
• Lichvar, A. B., Hedges, A., Benedict, N. J., & Donihi, A. C. (2016). Combination of a flipped classroom format and a virtual patient case to enhance active learning in a required therapeutics course. American Journal of Pharmaceutical Education, 80(10), 175. https://doi.org/10.5688/ajpe8010175
• Mohammed, I. A. (2023). Effect of Telegram and WhatsApp-enhanced instruction in collaborative learning settings on learning outcomes in micro-teaching among undergraduates in Gombe State [Master’s thesis, Federal University of Technology].
• Mohammed, I. A., & Ogar, S. I. (2023). Exploring the potential of YouTube videos towards enhancing achievement and retention of undergraduate students in environmental education. European Journal of Interactive Multimedia and Education, 4(1), e02302. https://doi.org/10.30935/ejimed/13190
• Mohammed, I. A., Falode, O. C., Kuta, I. I., & Bello, A. (2024a). Effect of game-based learning on educational technology students’ performance: A case of simple repeated measures approach. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12593-3
• Mohammed, I. A., Kuta, I. I., & Bello, A. (2023). Gender difference in undergraduates’ micro-teaching performance using Telegram and WhatsApp platforms in collaborative learning settings. Mediterranean Journal of Social & Behavioral Research, 7(1), 183-190. https://doi.org/10.30935/mjosbr/13665
• Mohammed, I. A., Kuta, I. I., Falode, O. C., & Bello, A. (2024b). Comparative performance of undergraduate students in micro-teaching using Telegram and WhatsApp in collaborative learning settings. Journal of Mathematics and Science Teacher, 4(2), em063. https://doi.org/10.29333/mathsciteacher/1441
• Moos, D. C., & Bonde, C. (2016). Flipping the classroom: Embedding self-regulated learning prompts in videos. Technology Knowledge Learning, 21, 225-242. https://doi.org/10.1007/s10758-015-9269-1
• Ng, D. T. K., Ng, E. H. L., & Chu, S. K. W. (2021). Engaging students in creative music making with musical instrument application in an online flipped classroom. Education and Information Technologies, 27, 45-64. https://doi.org/10.1007/s10639-021-10568-2
• Nolan, E., Brady, M., Rienties, B., & Héliot, Y. (2021). Once more on the rollercoaster: Loses and gains from the rapid shift to online delivery during COVID-19. Academy of Management Proceedings, 2021(1). https://doi.org/10.5465/ambpp.2021.15358abstract
• Ogbu, S., Okeke, A. M., Abugu, G. N., & Emeji, E. I. (2023). Development of algebrametre for remediating junior secondary school students’ learning difficulties in mathematics. Pedagogical Research, 8(4), em0165. https://doi.org/10.29333/pr/13356
• Oladimeji, T. K., Gambari, A. I., Alabi, T. O., & Tukura, C. S. (2021). Assessment of flipped classroom strategies on students’ learning outcomes in electrical installation and maintenance work in technical colleges in Niger State, Nigeria. Journal of Science, Technology, Mathematics and Education, 17(1), 260-275.
• Popoola, F. R., & Olarewaju, R. R (2010). Factors responsible for poor performance of students in mathematics in Nigerian secondary schools. Journal of Research in Education and Society, 1(23), 55‑65.
• Putri, R., Zaim, M., & Hamza, A. (2019). The effect of collaborative learning technique on students’ reading comprehension. Advances in Social Science, Education and Humanities Research, 463, 163-169. https://doi.org/10.2991/assehr.k.200819.031
• Sharma, M., Raj, T., & Saini, R. (2021). Effect of collaborative learning on learning outcomes of students with special needs in inclusive school in Gurugram, Haryana. National Volatiles & Essential Oils, 8(4), 10823-10839.
• Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
• Suleiman, M. S., Salaudeen, B. M., & Falode, O. C. (2017). Effects of computer-based blended learning strategy on secondary school chemistry students’ retention in individualized and collaborative learning settings in Minna, Niger State Nigeria. Bulgarian Journal of Science and Education Policy, 11(2), 267-278.
• Suleiman, Y., & Hammed, A. (2019). Perceived causes of students’ failure in mathematics in Kwara State junior secondary schools: Implication for educational managers. International Journal of Educational Studies in Mathematics, 6(1), 19-33.
• Tani, M., Manugeurra, M., & Khan, S. (2022). Can videos affect learning outcomes? Evidence from an actual learning environment. Educational Technology Research and Development, 70, 1675-1693. https://doi.org/10.1007/s11423-022-1-147-3
• Ugwuanyi, C. S. (2022). Developing sound knowledge of basic science concepts in children using flipped classroom: A case of simple repeated measures. Education and Information Technologies, 27, 6353-6365. https://doi.org/10.1007/s10639-021-10850-3
• Yu, Z., & Gao, M. (2022). Effects of video length on a flipped English classroom. SAGE Open, 12(1). https://doi.org/10.1177/21582440211068474

APA

Mohammed, I. A., & Bello, A. (2024). Performance of mathematics students using video learning in flipped and flipped collaborative learning settings. Pedagogical Research, 9(3), em0213. https://doi.org/10.29333/pr/14699

Vancouver

Mohammed IA, Bello A. Performance of mathematics students using video learning in flipped and flipped collaborative learning settings. PEDAGOGICAL RES. 2024;9(3):em0213. https://doi.org/10.29333/pr/14699

AMA

Mohammed IA, Bello A. Performance of mathematics students using video learning in flipped and flipped collaborative learning settings. PEDAGOGICAL RES. 2024;9(3), em0213. https://doi.org/10.29333/pr/14699

Chicago

Mohammed, Ibrahim Abba, and Ahmed Bello. "Performance of mathematics students using video learning in flipped and flipped collaborative learning settings". Pedagogical Research 2024 9 no. 3 (2024): em0213. https://doi.org/10.29333/pr/14699

Harvard

Mohammed, I. A., and Bello, A. (2024). Performance of mathematics students using video learning in flipped and flipped collaborative learning settings. Pedagogical Research, 9(3), em0213. https://doi.org/10.29333/pr/14699

MLA

Mohammed, Ibrahim Abba et al. "Performance of mathematics students using video learning in flipped and flipped collaborative learning settings". Pedagogical Research, vol. 9, no. 3, 2024, em0213. https://doi.org/10.29333/pr/14699