EFFECT OF FLIPPED CLASSROOM ON STUDENTS’ ACADEMIC PERFORMANCE IN PRACTICAL PHYSICS AMONGST SECONDARY SCHOOLS IN LAGOS STATE

Abstract

This research aimed to examine students’ academic performance in practical physics among secondary schools in Lagos state using the flipped classroom model. Quasi-experimental design was used. The participants in the research were one hundred senior secondary school (SS2) students. They were purposively selected and were assigned to the treatment and the control groups. Flipped classroom was implemented in the experimental group while conventional method was used in the control group. An achievement and aptitude test were conducted to get the pre-test post-test result and to observe the attitudinal change of the students towards learning of physics (practicals). The achievement and aptitude test instruments were put through face and content validity, likewise it reliability was tested and Cronbach’s alpha value of 0.70 and 0.75 were recorded respectively. A pre-test and the post test score of both groups were collected and analyzed. It was discovered that there was no statistically significant difference in the pre-test score of the experimental group and the control group before the treatment. However it was noted that students in the experimental group had significantly higher performance after the treatment this was from their post-test score. Result revealed that flipped classroom yielded a positive effect on student academic performance in practical physics among secondary schools in Lagos state. This research will not only contribute to the improvement of academic performance of students in practical physics alone but to the entire field of education and the practice of teaching and learning at large.