RE-ENGINEERING SCIENCE AND TECHNOLOGY EDCATION WITH FLIPPED CLASSROOM STRATEGY: INFLUENCE OF SCHOOL LOCATION ON JUNIOR SECONDARY TWO STUDENTS’ INTEREST AND ACHIEVEMENTIN JOS, NIGERIA

The study focused on re-engineering science technology education with flipped classroom strategy: on interest and achievement of junior secondary two students in Basic Science and Technology in Jos south local government area of Plateau State, Nigeria. The sample for the study comprised 161 students selected from a population of 18,636 students in 109 schools in the area of study. The non- randomized pre-test, post-test experimental control group design was employed in the study. A Basic Science and Technology Achievement Test (BSTAT) and Students? Interest in Basic Science and Technology Questionnaire (SIIBSAQ) were used to collect data from the sample. The BSTAT was content validated while the construct validity of the SIIBSAQ was established, by experts in Science Education and Technology and Research and Evaluation Departments in the Faculty of Education, University of Jos, Nigeria. The reliability indices of the BSTAT and SIIBSAQ were determined as 0.93 and 0.85 using Cronbach alpha method. Two research questions and one hypothesis were used to guide the study. The experimental group was taught Basic Science and Technology concepts using the flipped classroom strategy and the control group was taught the same concepts using the traditional lecture method. The teaching exercise lasted for four weeks. Three research questions raised to guide the study were answered using mean and standard deviation while two hypotheses formulated were tested using Multiple Analysis of Covariance (MANCOVA) at 0.05 level of significance. The results showed that the experimental group had a higher interest and achievement mean scores than the control group. intere. It was concluded that the flipped classroom strategy enhanced students? interest and achievement in Basic Science and Technology. It was therefore recommended that teachers should re-engineer science and technology teaching and learning by incorporating flipped-classroom strategy in Basic Science and Technology classrooms for enhanced interest and achievement outcomes.

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