Flipped Classroom; An outstanding pedagogical innovation for teaching – learning Physics in higher

Flipped Classroom; An outstanding pedagogical innovation for teaching – learning Physics in higher

Author by Mr. Chiemeka Promise Ihekoronye

Language: English

Abstract

This is a pilot study that investigated the effect of flipped classroom on Physics students in Higher education in Nigeria. It also employed the pre-test – post-test, control group, quasi-experimental design. A questionnaire for data collection was used, fifty-three (53) science student from different discipline participated in the study. An inferential statistics involving computing Analysis of Covariance (ANCOVA) to test all stated null hypotheses, while Scheffe post-hoc test was used to determine the source of observing significance on ANCOVA. Findings revealed that there was significant effect of the use of flipped classroom instructional model on students’ achievement in physics, it also indicated that there was no significant main effect of gender on student’s Academic achievement in Physics and further reveal that the two way interaction of treatment and gender was not significant on students’ achievement in Physics. Also the study concluded at this point that flipped classroom instructional model is one of the effective instructional approaches’ to teach concepts in Physics and other Sciences especially in higher education because it has shown statistical significant that it’s enhanced students’ academic achievement. The strategy also is neutral to gender, thereby corroborating its relevance as an instructional strategy in study of physics which is not gender-bias but improves learning and engagement as it creates rooms for student’s critical thinking, problem- solving or higher-order thinking. Finally, based on the findings in this study, it was recommended that the flipped classroom strategy should be inculcated into teacher-education curriculum as both in-service and pre-service physics teachers should be exposed to flipped classroom /learning as a mean instructional delivery and encouraged by curriculum developers. KEYWORDS: This is a pilot study that investigated the effect of flipped classroom on Physics students in Higher education in Nigeria. It also employed the pre-test – post-test, control group, quasi-experimental design. A questionnaire for data collection was used, fifty-three (53) science student from different discipline participated in the study. An inferential statistics involving computing Analysis of Covariance (ANCOVA) to test all stated null hypotheses, while Scheffe post-hoc test was used to determine the source of observing significance on ANCOVA. Findings revealed that there was significant effect of the use of flipped classroom instructional model on students’ achievement in physics, it also indicated that there was no significant main effect of gender on student’s Academic achievement in Physics and further reveal that the two way interaction of treatment and gender was not significant on students’ achievement in Physics. Also the study concluded at this point that flipped classroom instructional model is one of the effective instructional approaches’ to teach concepts in Physics and other Sciences especially in higher education because it has shown statistical significant that it’s enhanced students’ academic achievement. The strategy also is neutral to gender, thereby corroborating its relevance as an instructional strategy in study of physics which is not gender-bias but improves learning and engagement as it creates rooms for student’s critical thinking, problem- solving or higher-order thinking. Finally, based on the findings in this study, it was recommended that the flipped classroom strategy should be inculcated into teacher-education curriculum as both in-service and pre-service physics teachers should be exposed to flipped classroom /learning as a mean instructional delivery and encouraged by curriculum developers. KEYWORDS: Flipped classroom, Flipped learning, Pedagogy, Computer, Teacher Education and Technology Integration in higher Education.


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