The relationship between formative assessment ability on uses of the flipped classroom model in teaching lower Secondary Schools in Northern Region Zanzibar Tanzania

The study was carried out to assess the relationship between formative assessment and flipped classroom model; the study employed a cross-sectional survey design using mixed methods approaches. A total of 400 respondents participated in the study and census sampling was employed since the entire population was used, questionnaires and interview guide were the instruments used for data collection, the instrument was validated and there was a reliability coefficient of 0.98. The data was analyzed using frequency, percentage, means and standard deviation. Spearman Rank Correlation analysis was used to analyze the relationship of variable at 0.05 level of significance, Interview was analyze using content analysis. The findings of this study revealed that the there is a significant relationship between formative assessment and flipped class room model. Based on the findings and conclusions the following recommendations were made: that teachers should offer refresher courses, there is need for head teachers to encourage teachers not only to stick on the flipped classroom alone but also to balance flipped classroom with face-to-face teaching also. The Education Board especially in Zanzibar should ensure that teachers are monitored regularly and post-supervision conference is always arranged, the Ministry of Education and Vocational Training should emphasize increasing sensitization, update courses, provide training and seminars, motivation of teachers, improve infrastructure and use of technology especially in hardship area/environment.