Effect of Two Modes of Simulation-Based Flipped Classroom Strategy on Learning Outcomes of Private Universities’ Pre-degree Physics Students in Southwestern Nigeria
Journal of Global Research in Education and Social Science, Volume 17, Issue 3,
This study was to determine the effect of Simulated-Video Based Flipped Classroom (SVBFC) and Virtual Laboratory Based Flipped Classroom (VLBFC) instructional strategies on pre-degree students’ learning outcomes (Attitude, Achievement, and Problem-solving skills) in Physics in Southwestern Nigeria. Theories of Cognitive constructivism and Engagement provided the framework, while a pretest-posttest control group quasi-experimental design was employed. Six private Universities were randomly selected and a total of 204 Pre-degree students (79 males, 125 females) participated in the study. Instruments used for the study were the Modified Attitudes Towards Physics Scale (α=0.88), Students' Achievement Test in Physics (r=0.75), Problem-Solving Skills Rubric (r=0.83), and instructional guides. There were significant main effects of treatment on attitude (F(2;201)=15.14; partial ƞ2=0.00), achievement (F(2;201)=249.79; partial ƞ2=0.00), and problem-solving skills (F(2;201)=34.76; partial ƞ2=0.00) in Physics. The results show that Simulated-Video and Virtual Laboratory-based flipped classroom strategies improved pre-degree students' attitude, achievement, and problem-solving skills in Physics in Southwestern Nigeria. Therefore, it should be adopted as strategies for teaching pre-degree Physics students.
- Simulated-video and virtual laboratory-based inverted classroom strategies
- problem-solving skills in physics
- pre-degree students
How to Cite
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Ihekoronye CP. Two simulation-based inverted classroom strategy and Private Universities pre-degree students’ learning outcomes in physics in Southwestern Nigeria. A thesis submitted to science and technology education department. Oyo: University of Ibadan State; 2021a.
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