EFFECTS OF THREE MODES OF FLIPPED CLASSROOM COLLABORATIVE STRATEGIES ON LEARNING OUTCOMES OF SECONDARY SCHOOL PHYSICS STUDENTS IN MINNA, NIGERIA

Abstract

This study investigated the effects of three modes of flipped classroom collaborative learning strategies on learning outcomes of secondary school Physics students in Minna, Nigeria. The study employed quasi-experimental design which included a pretest, posttest and retention test using 4x3x2 factorial matrix design. One hundred and forty six (146) students from intact Physics classes from four secondary schools in Minna were used as the sample of the study. This consists of sixty seven (67) male and seventy nine (79) female students from four senior secondary schools in Minna. Each of these schools was used as experimental group I, group II, group III and the fourth for the control group respectively. Eleven (11) specific objectives, eleven (11) research questions and eleven (11) null hypotheses were used in the study. The research instruments used for the study are: Flipped-classroom Instructional Package (FIP), Physics Achievement Test (PAT), Students’ Attitude towards Physics Questionnaire (SATPQ) and Students’ Attitude towards Flipped Classroom Questionnaire (SATFCQ). These instruments were validated by experts from Federal University of Technology, Minna, Test and Measurement Department of National Examination Council (NECO) and Physics teachers from senior secondary schools in Minna. Pilot test and field trial test were carried out. A reliability coefficient of 0.84, 0.73 and 0.81 were obtained from the pilot testing of the PAT, SATPQ and SATFCQ respectively. The reliability results were considered reliable as they were all above the recommended edge of 0.6 alpha levels. The data collected from the pretest, posttest and retention test were analyzed. Descriptive statistics of Mean and Standard Deviation were used to answer the eleven (11) research questions while the inferential statistics of ANCOVA and ANOVA were used to test the Hypotheses at 0.05 Alpha levels. The result of the study revealed that the flipped classroom collaborative learning settings (Think‐Pair‐Share (TPS), Reciprocal Teaching (RT), Think‐Aloud Pair Problem Solving (TAPPS)) had significant effect on the students’ achievement and retention in the posttest and retention scores with p-value of 0.01. The study similarly shows that there is significant difference in the mean attitude of student taught using flipped in collaborative learning setting of Think‐Pair‐Share (TPS), Reciprocal Teaching (RT), Think‐Aloud Pair Problem Solving (TAPPS); and those in individualized learning setting (IL) with a p-value of 0.18. Moreover, the study shows that gender is not a vital factor in the mean achievement scores of students taught Physics using flipped classroom in collaborative learning (0.606). There is also no significant difference on retention and on attitude of students based on gender with p-value of 0.893 and 0.118 respectively. It was recommended that, flipped classroom collaborative learning strategies as one of the innovative teaching methods should be used to reinforce classroom instructions in the teaching of Physics in senior secondary schools in Nigeria so as to assist students learn at their own pace, time and anywhere that is convenience for them. Also, educational policy makers should conduct seminars and workshops on blended learning for teachers on the use of modern innovative methods of teaching and learning.