APPRAISAL OF SECONDARY SCHOOL PHYSICS STUDENTS’ ATTITUDE TOWARDS THE THREE MODES OF FLIPPED CLASSROOM COLLABORATIVE LEARNING STRATEGIES IN MINNA, NIGERIA

Abstract

The study appraised senior secondary school Physics students’ attitude toward the three modes of flipped classroom collaborative learning strategies in Minna, Nigeria. The study adopted a quasi-experimental research design. A research question and a corresponding hypothesis were formulated and tested at 0.05 alpha level. One hundred and forty-six students from intact Physics classes were randomly selected as the sample of the study constituting of 67 male and 79 female students from four Senior Secondary Schools in Minna. Each of these schools was randomly selected as an experimental group I, group II, group III and the fourth for the control group respectively. Experts validated Flipped Classroom Instructional Package and Students’ Attitude towards Flipped Classroom Questionnaire (SATFCQ) which were used as the treatment and data collection instrument. A reliability coefficient of 0.81 was obtained from the pilot testing of the SATFCQ using Cronbach Alpha. ANOVA was used for testing the hypothesis at 0.05 level of significance. The results showed that: Physics students taught using the three modes of a flipped classroom in collaborative learning setting (TPS, RT and TAPPS) and those in individualized learning setting (IL) had the right attitude towards the developed Flipped Instructional Package. It is recommended among others, that educational policymakers should organize seminars and workshops on blended learning for teachers on the use of modern innovative methods of teaching and learning. Flipped classroom collaborative and individualized learning strategies should be incorporated into the school curriculum plan processes