EFFECT OF FLIPPED LEARNING INSTRUCTIONAL STRATEGY ON PRE-SERVICE TEACHERS’ ACHIEVEMENT AND ATTITUDE TOWARDS BIOLOGY CONCEPTS IN ANAMBRA STATE, NIGERIA
OKANUME, Henry Chinedu
henryokanume@gmail.com Department of Science and Technology Education, University of Ibadan, Nigeria.
CHELION, Jerry
talk2chelionj@gmail.com Department of Science and Technology Education, University of Ibadan, Nigeria.
OGBU, Michael Tochukwu
ogbutochukwu7@gmail.com Department of Art Education, University of Nigeria, Nsukka.
The study of biology plays a crucial role in scientific and technological advancement of a nation. To achieve this, students must have a strong knowledge of biological concepts and as well develop a positive attitude towards the subject. Therefore, this study investigated the effect of flipped learning instructional strategy on the achievement and attitude towards biology concepts among pre-service teachers at Anambra State, Nigeria. It also examined the moderating effect of gender on the attitude and achievement. The study adopted a pretest, posttest non-randomized control group quasi-experimental research design with a 2?2?2 factorial matrix, with a sample of 150 intact classes (70 males and 80 females). The validated instruments used for data collection were Biology Achievement Test (BAT) and Questionnaire on Students? Attitude to Biology (QSAB). The reliability of the instruments were established using Kuder Richardson 20 and Cronbach Alpha which yielded a reliability coefficient of 0.79 and 0.96 respectively. The treatment material was Flipped Learning Instructional Package (FLIP) which contains biology lesson while the control group were exposed to Conventional Lecture Method (CLM). Data obtained were analysed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results revealed that flipped learning Instructional strategy significantly improved students? academic achievement and attitude towards biology. However, gender did not significantly affect pre-service teachers? achievement and attitude towards biology. The study concluded that flipped learning instructional strategy is an effective instructional strategy for teaching biology concepts, particularly at tertiary academic level and other science-related concepts, as it creates room for collaboration, creativity and critical thinking. It was recommended that educators should adopt flipped learning strategy in teaching of biology concepts.
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Unizik Journal of Education Graduate vol 9 August 2024 122 Nwakonobi, F. & Igboabuchi, (2016). Realizing the vision of National Economic Empowerment and Development Strategies (NEEDS) and Millennium Development Goals (MDGs): Implication for Biology Education. Journal of Science Education, 8(1), 58-68. Okanume, H.C. (2024). Effect of Gamified Flipped Instructional Strategy on the Achievement and Attitude towards Biology Concepts among Pre-service Teachers at Nsugbe, Anambra State. An Unpublished M.Ed. Project, Faculty of Education, University of Ibadan, Nigeria, 1-140. Okoye, P.C., Nwagu, A.C., Abraham-Ibe, I.G. (2018). Perception of Pre-service Teachers on the use of Blended Learning Techniques in Nwafor Orizu College of Education, Nsugbe, Anambra State. International Journal of Educational Research. 5(1), 59-68. Park, K.H., & Chae, S.J. (2018). Experiences of Medical Teachers in Flipped Learning for Medical Students: A phenomenological study. Korean Journal of Medical Education, 30: 91-100. Doi: 10.3946/kjme.2018.84. Riedl, A., Yeung, Fan, & Burke, T. (2021). Implementation of a flipped active –learning approach in a community college general biology course, improved students’ performance in subsequent biology courses. Journal of Life Sciences Education, 20(2),1-9. https://doi.org/10.1187/cbe.20-07-0156. Sallau, I.A., Bello, B.A., & Sani Yau. (2018). Biology Education a Panacea for Sustainable National Development. Frontier in Environmental Microbiology, 4(2), 71-74. Shujan, B, 2022. Strategies for the Improvement of Academic Performance of Students. In H.I. Dike, & I. M. Aminigo (Eds.) Teaching Practice Guidebook, University of Port Harcourt Press, 231-247. Seggie, M, & Oguzi, B. 2021. Use of Flipped Classroom for the development of autonomy and critical thinking. International Journal of Humanistic Review, 12(3), 11-23. Tugba, T., Ali, A., & Basturk, K. (2018). Examination of Pre-service Biology Teachers’ Knowledge Levels and Knowledge Source about Genetic Materials and Molecular Biology. International Journal of Social Humanities Sciences Research (JSHSR), 5(5), 1962-1973. https://doi.org/10.26450/jshsr.565 Turan, Z., Akdag-Cimen, B. 2020. Flipped Classroom in English language: A Systematic review. Comput. Assisted Language Learning, 35:590-606. Doi:10.1080/09588221.2019.1584117 Yilmaz, R.M., & Baydas, O. (2017). An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom. Educational Technology Research and Development, 65: 1547-1567. Doi: 10.1007/SII423-017-9534-1