Investigating the Impact of Flipped Classroom Collaborative Strategies on Learning Outcomes among Secondary School Physics Students in Minna, Nigeria.

Abstract:

This research examined the impact of three modes of flipped classroom collaborative learning strategies on the learning outcomes of secondary school Physics students in Minna, Nigeria. The study utilized a quasi-experimental design, incorporating a pretest, posttest, and retention test using a 4x3x2 factorial matrix design. The sample consisted of 146 students from intact Physics classes, comprising 67 male and 79 female students from four senior secondary schools in Minna. Each school was assigned to one of the experimental groups (I, II, III) or the control group.

The study had eleven specific objectives, research questions, and null hypotheses. Four research instruments were employed: the 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 the Federal University of Technology, Minna, the Test and Measurement Department of the National Examination Council (NECO), and Physics teachers from senior secondary schools in Minna. Pilot and field trial tests were conducted, resulting in reliability coefficients of 0.84, 0.73, and 0.81 for the PAT, SATPQ, and SATFCQ, respectively, indicating satisfactory reliability.

The data collected from the pretest, posttest, and retention test were analyzed using descriptive statistics (Mean and Standard Deviation) to address the research questions and inferential statistics (ANCOVA and ANOVA) to test the hypotheses at the 0.05 Alpha levels. The study’s findings indicated that the flipped classroom collaborative learning settings, including Think‐Pair‐Share (TPS), Reciprocal Teaching (RT), and Think‐Aloud Pair Problem Solving (TAPPS), had a significant positive effect on students’ achievement and retention in the posttest and retention scores (p-value of 0.01).

Furthermore, the study revealed that there was a significant difference in the mean attitude of students taught using flipped classroom collaborative learning settings (TPS, RT, TAPPS) compared to those in an individualized learning setting (IL) (p-value of 0.18). However, gender did not play a significant role in the mean achievement scores of students taught Physics using the flipped classroom collaborative learning approach (p-value of 0.606). Additionally, there was no significant difference in retention and attitude based on gender, with p-values of 0.893 and 0.118, respectively.

Based on the results, it is recommended that flipped classroom collaborative learning strategies, as an innovative teaching method, should be adopted to complement classroom instructions in teaching Physics in senior secondary schools in Nigeria. This approach allows students to learn at their own pace, time, and convenience. Additionally, educational policymakers should organize seminars and workshops on blended learning for teachers to promote the use of modern innovative teaching and learning methods.

Investigating the Impact of Flipped Classroom Collaborative Strategies on Learning Outcomes among Secondary School Physics Students in Minna, Nigeria.