EFFECT OF FLIPPED LEARNING INSTRUCTIONAL STRATEGY ON PRE- SERVICE TEACHERS’ ACHIEVEMENT AND ATTITUDE TOWARDS BIOLOGY CONCEPTS IN ANAMBRA STATE, NIGERIA

Authors

Henry Chinedu OKANUME Department of Science and Technology Education, University of Ibadan, Nigeria. Author
Jerry CHELION Department of Science and Technology Education, University of Ibadan, Nigeria. Author
Michael Tochukwu OGBU Department of Art Education, University of Nigeria, Nsukka. Author

Flipped learning Instructional strategy, Achievement, Attitude and Biology

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.

Henry Chinedu OKANUME, Department of Science and Technology Education, University of Ibadan, Nigeria.
Michael Tochukwu OGBU, Department of Art Education, University of Nigeria, Nsukka.