Effectiveness of Flipped Classroom Instructional Technology Model in Enhancing Students’ Achievement in Physics

Abstract

The achievements of physics students in recent years has been on the decline. This is for the fact that secondary school students perceived physics as an abstract subject due to the method of instruction adopted by the teachers. Thus, this study determined the effectiveness of flipped classroom instructional technology model in enhancing students’ achievement in physics. Pre-test post-test group design was adopted for the study. The sample size of the study comprised of 64 students. The instruments for data collection was Physics Achievement Test (PAT) which is 20 item multiply-choise questions. An internal consistency reliability index of 0.87 was obtain for PAT using Kuder-Richardson 20 (KR-20) formula. All group were pre-tested before the experiment and post-tested after the experiment. Mean was used in answering the research questions while repeated measures a 2-way Analysis of Variance (ANCOVA) used to test all the null hypothesis. The result showed the flipped classroom instructional technology was effective in enhancing their achievement of physics students at both post-test and follow-up measurements. Also there was a significant interaction effects of time and group on the achievement of students in physics.