ABSTRACT
This study investigated the effects of three modes of flipped classroom collaborative learning strategies on learning outcomes of secondary school Physics students in Minna, Nigeria.  The study employed  quasi-experimental  design which included  a pretest,  posttest  and retention test using 4x3x2 factorial matrix design. One hundred and forty six (146) students from intact Physics classes from four secondary schools in Minna were used as the sample of the study. This consists of sixty seven (67) male and seventy nine (79) female students from four senior secondary schools in Minna.  Each of these schools was used as experimental group I, group II, group III and the fourth for the control group respectively. Eleven (11) specific objectives, eleven (11) research questions and eleven (11) null hypotheses were used in the study. The research instruments used for the study are: Flipped-classroom  Instructional Package (FIP), Physics  Achievement  Test  (PAT),  Students’  Attitude  towards  Physics  Questionnaire (SATPQ)  and  Students’  Attitude  towards  Flipped  Classroom  Questionnaire  (SATFCQ). These instruments were validated by experts from Federal University of Technology, Minna, Test and Measurement  Department  of National  Examination  Council  (NECO) and Physics teachers from senior secondary schools in Minna.  Pilot test and field trial test were carried out. A reliability coefficient of 0.84, 0. 73 and 0.81  were obtained from the pilot testing of the PAT,  SATPQ and SATFCQ respectively.  The reliability results were considered reliable as they were all above the recommended  edge of 0.6 alpha levels.  The data collected from the pretest, posttest and retention test were analyzed.  Descriptive statistics of Mean and Standard Deviation  were  used  to  answer  the  eleven  (11) research  questions  while  the  inferential statistics of ANCOVA and ANOVA were used to test the Hypotheses  at 0.05 Alpha levels. The result  of the study revealed  that the flipped classroom  collaborative  learning  settings (Think-Pair-Share (TPS), Reciprocal Teaching (RT), Think-Aloud Pair Problem Solving (TAPPS)) had significant effect on the students’ achievement and retention in the posttest and retention  scores with p-value  of 0.01. The  study similarly  shows that there  is significant difference  in the  mean  attitude  of student  taught  using  flipped  in collaborative  learning setting of Think-Pair-Share  (TPS), Reciprocal  Teaching  (RT),  Think-Aloud  Pair Problem Solving (TAPPS); and those in individualized learning setting (IL) with a p-value  of 0.18. Moreover, the study shows that gender is not a vital factor in the mean achievement scores of students taught Physics using flipped classroom  in collaborative  learning  (0.606).  There is also no significant difference on retention and on attitude of students based on gender with p• value  of 0.893  and  0.118  respectively.  It  was  recommended  that,  flipped  classroom collaborative learning strategies as one of the innovative teaching methods should be used to reinforce  classroom  instructions in the teaching  of Physics  in senior secondary  schools in Nigeria so as to assist students learn at their own pace, time and anywhere that is convenience for them.  Also,  educational  policy  makers  should  conduct  seminars  and  workshops  on blended  learning  for teachers  on the use of modem  innovative methods  of teaching  and learning.
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background to the Study
The impact of technology has spread to almost every aspect of life today including education and has affected teaching methods. Teaching with technology engages students with different kinds of incentives involved in activity based learning. Technology makes material more interesting. It makes students and teachers more media literate. Technology is a means to justify the end of composition outcomes and has become a unified extension of the curriculum in the classroom (Naga and Iyappan, 2018). In medieval times where books were inadequate, only a few elites had access to educational opportunities. Individuals had to travel to centers of learning to get education. Today, massive amount of information from books, audio, images, videos among others are available at fingertips through the Internet. Also, opportunities for formal learning are now available online through the Khan Academy, Massive Open Online Courses (MOOCs), podcasts, traditional online degree programmes among others. This has absolutely changed how teachers teach and how students learn. Teachers are learning how to teach with emerging technologies such as tablets, iPads, Smart Boards, digital cameras, computers and many more, while students are using advanced technology to shape learning in the classroom (Cormier and Siemens, 2010).
By embracing and integrating technology into the classroom, students are being prepared for successful life outside the school as this helps to build collaboration, interaction and teamwork. Students of today have been referred to as digital natives or millennial students in that they grow up using technology at early stage than other students in previous generations. These students learn differently than those before them because the technology they use has become a way of life for them (Roehl et al., 2013). They have information at hand through the internet and they can ultimately connect with others around the world.
Presently, there is growth in the adaptation and integration of technology into everyday life, the same thing ought to affect the way students are taught with technological tools in today’s classrooms. Nigeria recognized the importance of technology and this was emphasized in National Policy on Education that a greater proportion of educational expenditure will be devoted to science and technology (Federal Republic of Nigeria, FRN, 2013). There is direct proportional relationship between the level of development of a society and level of technological advancement. In fact, developed countries are societies with high level of technology advancement (Jegede and Adebayo, 2013).
The application of technology in instructional process cut across various disciplines including science. Science teaching in Nigerian secondary schools started when the grammar schools were established in 1859. Physics is one of the science subjects taught at the secondary school level in Nigeria. Physics is the study of matter, energy and their interaction, Physics plays a key role in the progress of mankind (Omebe, 2009). Physics education is a major factor in the enhancement of development. The Nigerian education scheme designed for Secondary School Physics in 1985 has it that, the objective of studying Physics include, among others, to provide basic literacy in Physics for functional living in the society and to acquire essential scientific skills and attitudes as a preparation for the technological application of Physics (Jegede and Adebayo, 2013).
Hence, for national development in technology, basic concepts and principles of Physics are indispensable. Gambari and Yusuf (2017) explained that Physics education is aimed at training students to acquire appropriate scientific skills and attitudes as a prerequisite for future scientific activities. To achieve this objective, active participation and collaborative learning activities become imperative and there is need for functional instructional media to make Physics instruction effective. The teaching of Physics in secondary school is aimed at producing young scientists who would be able to design the technological devices that would make everyday activities easier and life more comfortable (Ajayi, 2008). Since Physics is one of the pivotal subjects in technology and national development, the teaching and learning of Physics require serious attention in order to enhance a sustainable technological development in Nigeria and Niger State in particular. In fact, companies, hospitals, maintenance outfits, oil and gas industries, and many others, employ artisans, attendants and technicians that have at least a pass in Physics. Even on grounds of direct personal benefits, a basic knowledge of Physics enables one to rectify minor faults in home appliances, personal computers, and private cars, among others (Mbamara and Eya, 2015). In general, the level of development of a country like Nigeria is dependent on the extent of its acquisition and utilization of innovations. This is unattainable if a working knowledge of Physics does not exist.
Appliances and equipment such as light bulbs, digital cameras, cars, cell phones, airplanes, solar panels, fiber optics, DVD players, computers, MP3 players grocery, laser scanners, space rockets, flat screen television and many others will not be in existence without Physics. Thus Mulvey and Pold (2015) reported that Physics helps people to develop critical thinking and problem-solving skills. All these are success of Physics towards improving the wellbeing of mankind. As a result of these numerous benefits of this subject, more attention needs to be given to the teaching of Physics especially at the secondary school level. Presently, research findings revealed that students’ performance in the subject has been very low in both internal and external examinations in Nigeria (Aiyelabegan, 2003; Akanbi, 2003; Kola, 2007; Bello, 2012).
Also, Akanbi (2010) observed that the trend in the performance of secondary school students in science subjects, especially Physics assumed threatening and frightening dimension. One of the factors responsible for poor performance in Physics is the abstract nature of the subject (Adeyemo, 2010). This implies that the mastery of Physics concepts might not be fully achieved without the use of instructional media or innovative teaching strategies. The teaching of Physics without instructional materials or appropriate teaching strategies may certainly result in poor academic achievement (Onasanya and Ornosewo, 2011). The authors also stressed that, no matter how well trained a professionally qualified science teacher may be, he/she would not be able to put in ideas into practice if the school lacks equipment and instructional resources to translate his/her competence into reality. Furthermore, Okoronka and Wada (2014) identified poor teaching strategies and methods among which traditional approach is a major factor contributing to poor performance in Physics.
Also, another factor which low academic performance has been attributed to is gender bias in Physics and Mathematics (Nzewi, 2003). The author posited that some courses like physical sciences and technical courses which are dominated by male students were regarded as difficult for female students while Biological sciences, Horne Economics and Secretarial Studies which were dominated by female students were regarded as simple courses. This traditional way of classifying students had also affected their learning and performance the same way traditional method of teaching had done. In the traditional teaching method (teacher-centered), students attend class, take notes and prepare for exams; they do not have personal input in their learning.
The traditional methods of teaching have primarily revolved around a teacher-centered approach where instructors focus on conveying information, assigning work, and leaving it to the students to master the material. This type of instruction forces students to be merely receptors of information rather than participants in their own learning processes through active learning. To overcome these problems, there is need for a paradigm shift from traditional methods of teaching to innovative teaching strategies using modem technological devices. Fortunately, technology has increasingly grown and infiltrated the classrooms, especially in developed countries; new learning models have emerged that move away from the teacher-centered approach to a more collaborative (student-centered) learning environment. These include: mobile learning, collaborative learning, web-based learning, flipped classroom, among others (UNESCO, 2014).
Flipped classroom is an instructional strategy and a type of blended learning that reverses or inverses the traditional learning environment by delivering instructional content outside the classroom. It moves activities, including those that may have traditionally been considered homework into the classroom. In a flipped classroom, students watch online or offline lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor. Also, content delivery in a flipped classroom may take a variety of forms. Often, video lessons prepared by the teacher or third parties are used to deliver content (Abeysekera et al., 2015).
Flipped classroom instruction is a pedagogical approach in which direct instruction moves from the group learning to the individual learning, and the group learning is subsequently transformed into a dynamic, interactive, learning environment (Flipped Leaming Network, FLN, 2014). The role of teacher is to guide students as they apply concepts and engage creatively in the subject matter. In practice, activities can take many forms, but generally involve students preparing for class by watching a pre-recorded lecture or undertaking assigned reading and activities, followed by the ‘lecture’ time being used for interactive discussion, problem-solving and other activities with the teacher. As such, the role of the teacher shifts from being the ‘sage on the stage’ to the ‘guide on the side’ (FLN, 2014).
The main goal of a flipped classroom is to enhance student learning and achievement by reversing the traditional model of a classroom, focusing class time on student understanding rather than on lecture (Wilson, 2013). To accomplish this, teachers post short video lectures online for students to view at home prior to the next class session. This allows class time to be devoted to expanding on and mastering the material through collaborative learning exercises, projects, and discussions. The benefits of this approach include: an increase in interaction between students and teachers, a shift in the responsibility for learning on to students and opportunity for students to prepare at a time that suits them. It also provide an archive of teaching resources; an increase in student engagement and a shift from passive listening to active learning collaborative working between students (Bergman et al., 2011).
Collaborative Leaming (CL) strategy is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product (Roberts, 2009). Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. It can also be defined as a strategy and learning environment in which learners engage in a common task in which each individual depends on and is accountable to each other. It involves the use of small groups so that all students can maximize their learning and that of their peers. It is a process of shared creation: two or more individuals interacting to create a shared understanding of a concept, discipline or area of practice that none had previously possessed or could have come to on their own (Nkwodimah, 2003). The author also held that Collaborative learning activities can include: collaborative writing, group projects, and other activities. Examples of Collaborative Leaming Strategies include: Think• Pair-Share (TPS), Reciprocal Teaching (RT) also known as Reciprocal peer tutoring, Think• Aloud Pair Problem Solving (TAPPS), Group Writing Assignment (GWA), and Group Grid (GG) (Bill, 2010).
In Think-Pair-Share (TPS), the learning activity involves a student explaining ideas to another student. The instructor poses a question to the class; students write a response and then share it with a student nearby. Students clarify their positions and discuss points of agreement and disagreement. The instructor can use several answers to illustrate important points or facilitate a whole class discussion. This technique is used to keep students engaged in large classes. In order for meaningful learning to occur, students must interpret, relate, and incorporate new information with students’ existing knowledge and experiences (Cortright et al., 2005).
In Reciprocal Teaching (RT), the learning activity involves students teaching one another in a group. Students jointly read a text or work on a task. Students take turns being the teacher for a segment of the text or task. Students lead the discussion, summarizes material, ask questions, and clarify material. This method is useful to improve students’ ability to do specific intellectual activities such as reading primary sources, interpreting graphs, analyzing artwork and exposes students to other ways to interpret the material (Bill, 2010). Peer tutoring is an instructional strategy that consists of student partnerships, linking high achieving students with lower achieving students or those with comparable achievement, for structured reading and mathematics study sessions. Rohrbeck et al., (2003) identify peer tutoring as a systematic, peer-mediated teaching strategies.
In Think-Aloud Pair Problem Solving (TAPPS), the learning process involves solving problems. Students work in pairs and alternate roles. For each problem one is the solver while the other is the listener. The solver thinks aloud-narrating his/her reasoning process – while solving the problem. The listener prompts the solver to keep talking and asks for clarification but does not intervene to help. This process is useful because; it emphasizes process rather than product, students can practice formulating ideas, rehearse routine skills, attend to sequence, identify gaps and errors in understanding, and instructors can observe students’ reasoning process (Barkley et al., 2014).
In Group Grid, the learning activity involves analyzing, classifying, and organizing subject matter. The instructor creates a grid or matrix based on several categories or criteria. Students use the grid to classify course concepts. After groups complete their grids the instructor shows the correct version. Students compare their work, ask questions and revise their ideas. The technique is useful to help students process and re-organize information and useful when students are trying to absorb a lot of new information (Bill, 2010).
In the Group Writing Assignments (GWA), Bill (2010) inscribes the learning activity involves collaborative work that culminates in a group-authored document. Assign groups to write (and submit) entries on course-related topics or create study guides for the course. The method is useful in writing-to-learn to help students develop and revise ideas. It helps students to have opportunities to see how other students view the same topic with an authentic purpose which can increase students’ interest, commitment and academic achievement (Bill, 2010).
Academic achievement is a significant part of the education process and informs educators of student ability and progress toward educational goals. One of the most important factors that generally influence better achievement of students in science is the teacher and the teaching methods adopted (Olorundare, 2013). This implies that teachers could use their occupational skills to manipulate all other factors and gear the skills towards improving students’ interest, retention and achievement in the sciences irrespective of gender.
Gender is one of the factors that have considerable effects on students’ academic achievement especially in science subjects. Gender is the range of physical, biological, mental and behavioural characteristics pertaining to and differentiating between the feminine and masculine (female and male) population (Adigun et al., 2015). Many researchers reported gender issues in science education as inconclusive (Bilesanmi-Awoderu, 2002; Erinosho, 2005). Adebule and Aborishade (2014) reported that both male and female students have almost the same attitude towards science. However, David et al., (2013) reported that male students developed more positive attitudes than their female counterparts. Another research concluded that there is no disparity in the attitudes of students towards science based on gender (Sakariyau, et al., 2016).
Attitude is the predisposition to classify objects and events, to react to them with evaluative consistency. Attitudes are formed by people as a result of some kinds of learning experience. If the experience is favourable a positive attitude is found and vice versa (Orunaboka, 2011 ). Some attitudes are based on people’s experience, knowledge and skills and some are gained from other sources. However, attitude is not stagnant /static. It changes in a couple of time and gradually (Olasheinde and Olatoye, 2014). Fasakin (2012) recognized attitude as a major factor in a subject choice. Development of positive attitudes towards science, scientists, and learning of science, which has always been a constituent of science education, is increasingly a subject of concern (Trumper, 2006).
Research has shown that students’ attitude towards science subjects may be influenced by the quality of exposure, the learning environment, and teaching methods (Craker, 2006). If students have negative attitude towards science subjects, this may affect their interest to the courses and the teachers. Based on this premise, numerous studies have been conducted to determine the factors that affect students’ attitudes towards science subjects. For instance, Students’ attitude towards science is more likely to influence achievement in science courses than achievement influencing attitude (O’Connel, 2000). Similar results were stated by Craker (2006), who found that students need to have a positive attitude towards problem• solving to be successful, and this problem-solving requires students’ knowledge and problem solving skills to overcome risks. Edermir (2009) affirmed that attitude, whether positive or negative, affect learning in science.
However, a negative attitude towards a certain subject makes learning and retention difficult. Retention which is the ability to reproduce the learnt concept when the need arises has been examined by many researchers. It is necessary for better achievement because it stretches the ability to remember things learned by individuals at later time. It takes place when learning is coded into memory (Anchor et al., 2013). Students’ interests and retention could be aroused and retained through the use of an appropriate instructional media like e-learning (Osemmwinyen, 2009).
Empirical studies on students’ retention and influence of gender on students’ achievement in Physics have been conflicting and inconclusive. Studies on flipped classroom in Physics especially in secondary schools in Nigeria educational context are uncommon. In addition, researches on the use of flipped classroom with collaborative learning strategies are novel in developing nations. Hence, the need for this research on the effects of three modes of flipped classroom collaborative learning strategies on secondary school students’ learning outcomes in Physics in Minna, Nigeria.
1.2 Statement of the Research Problem
Studies have shown that methods of teaching in which learners are not accountable for their learning but are teacher-centred have affected achievement and retention, especially in science subjects where evaluating, analyzing, applying and creating of ideas are highly in use. The effectiveness of blended learning like the flipped classroom over the conventional teacher-centered method had also been established through many researches. However, studies on the different types of flipped classroom collaborative strategies which promote a significant upsurge in student achievement and retention are scanty especially in Nigeria.
Based on these facts, there is need for a study whose objective is to reach (through comparison of the different types of flipped classroom collaborative strategies) the most effective flipped collaborative strategy to teach different subjects in secondary school especially Physics. Physics as one of the core science subjects in secondary school has been
termed difficult as revealed by numerous researches (Aiyelabegan, 2003; Akanbi, 2003; Kola, 2007; Bello, 2012). Thus, there is need to investigate which of these innovative learning strategies will help the teaching and learning of Physics to produce increase in achievement and retention, and also improve students’ attitude towards Physics in the classroom.
Similarly, investigations likewise revealed that much of the work on flipped classroom collaborative (group-based flipped classroom) strategy were carried out in tertiary institutions of learning not much work on flipped classroom collaborative (group-based flipped classroom) strategy had been carried out in secondary schools generally across the globe. Hence the reason for this research to determine the effect of three modes of flipped classroom collaborative strategies on secondary school Physics students’ learning outcome in Minna, Nigeria.
1.3 Aim and Objectives of the Study
The aim of this research is to examine the effects of three modes of flipped classroom collaborative learning strategies on secondary school Physics students’ learning outcomes in Minna, Nigeria. The objectives of the study are to:
1. Determine the difference in the mean achievement scores of students taught Physics using flipped classroom in collaborative learning settings (reciprocal teaching (RT), think -aloud paired problem solving (TAPPS) and think pair share (TPS) and those taught using individualized learning (IL) setting.
11. Determine the difference in the mean retention scores of students taught Physics using flipped classroom in collaborative learning settings (reciprocal teaching (RT), think aloud paired problem solving (TAPPS) and think pair share (TPS) and those taught using individualized learning (IL) setting.
111 . Examine the difference in the mean achievement scores of male and female students taught Physics usmg flipped classroom m Think Pair Share (TPS) collaborative learning settings.
IV. Determine the difference in the mean achievement scores of male and female students taught Physics usmg flipped classroom mn Think Aloud Pair Problem Solving (TAPPS) collaborative learning settings.
v. Examine the difference in the mean achievement scores of male and female students taught Physics using flipped classroom in Reciprocal Teaching (RT) collaborative learning settings.
vI. Determine the difference m the mean achievement scores of male and female students taught Physics usmg flipped classroom in Individualized learning (IL) settings.
VIL Determine the difference in the mean retention scores of male and female students taught Physics usmg flipped classroom m Think Pair Share (TPS) collaborative learning settings.
v111. Examine the difference in the mean retention scores of male and female students taught Physics usmg flipped classroom mn Think Aloud Pair Problem Solving (TAPPS) collaborative learning settings.
IX. Examine the difference in the mean retention scores of male and female students taught Physics using flipped classroom in Reciprocal Teaching (RT) collaborative learning settings.
x. Determine the difference in the mean retention scores of male and female students taught Physics using flipped classroom in Individualized learning (IL) settings.
x1. Determine the difference in the mean attitude rating of students taught Physics using flipped classroom in collaborative learning settings (reciprocal teaching (RT), think aloud paired problem solving (TAPPS) and think pair share (TPS)) and those taught using individualized learning (IL) setting.
1.4 Research Questions
The study answered the following questions:
1. What is the difference in the mean achievement scores of students taught Physics using flipped classroom in collaborative learning settings (reciprocal teaching (RT), think -aloud paired problem solving (TAPPS) and think pair share (TPS) and those taught using individualized learning (IL) setting?
11. What is the difference in the mean retention scores of students taught Physics using flipped classroom in collaborative learning settings (reciprocal teaching (RT), think aloud paired problem solving (TAPPS) and think pair share (TPS) and those taught using individualized learning (IL) setting?
111 . What is the difference in the mean achievement scores of male and female students taught Physics usmg flipped classroom m Think Pair Share (TPS) collaborative learning settings?
1v. What is the difference in the mean achievement scores of male and female students taught Physics usmg flipped classroom mn Think Aloud Pair Problem Solving (TAPPS) collaborative learning settings?
v. What is the difference in the mean achievement scores of male and female students taught Physics using flipped classroom in Reciprocal Teaching (RT) collaborative learning settings?
vI. What is the difference in the mean achievement scores of male and female students taught Physics using flipped classroom in Individualized learning (IL) settings?
v11. What is the difference in the mean retention scores of male and female students taught Physics using flipped classroom in Think Pair Share collaborative (TPS) learning settings?
v111. What is the difference in the mean retention scores of male and female students taught Physics usmg flipped classroom mn Think Aloud Pair Problem Solving (TAPPS) collaborative learning settings?
1x. What is the difference in the mean retention scores of male and female students taught Physics using flipped classroom in Reciprocal Teaching (RT) collaborative learning settings.
x. What is the difference in the mean retention scores of male and female students taught Physics using flipped classroom in Individualized learning (IL) settings?
x1. What is the difference in the mean attitude rating of students taught Physics using flipped classroom in collaborative learning settings (reciprocal teaching (RT), think aloud paired problem solving (TAPPS) and think pair share (TPS)) and those taught using individualized learning (IL) setting?
1.5 Research Hypotheses
The following null hypotheses were formulated and were tested at 0.05 level of significance in the study:
HO: There is no significant difference in the mean achievement scores of students exposed to flipped classroom in Think pair share collaborative learning settings ( (TPS), reciprocal teaching (RT), think -aloud paired problem solving (TAPPS) and those taught using individualized learning (IL) setting.
HO: There is no significant difference in the mean retention scores of students exposed to flipped classroom in collaborative learning settings (Think pair share (TPS), reciprocal teaching (RT), think -aloud paired problem solving (TAPPS) and those taught using individualized learning (IL) setting.
HO,: There is no significant difference in the mean achievement scores of male and female students taught Physics using flipped classroom in Think Pair Share (TPS) collaborative learning settings.
HO±: There is no significant difference in the mean achievement scores of male and female students taught Physics using flipped classroom in Think Aloud Pair Problem Solving (TAPPS) collaborative learning settings.
HOs: There is no significant difference in the mean achievement scores of male and female students taught Physics using flipped classroom in Reciprocal Teaching (RT) collaborative learning settings.
HO«: There is no significant difference in the mean achievement scores of male and female students taught Physics using flipped classroom in Individualized learning (IL) settings.
HO: There is no significant difference in the mean retention scores of male and female students taught Physics using flipped classroom in Think Pair Share (TPS) collaborative learning settings.
HOs: There is no significant difference in the mean retention scores of male and female students taught Physics using flipped classroom in Think Aloud Pair Problem Solving (TAPPS) collaborative learning settings.
HO: There is no significant difference in the mean retention scores of male and female students taught Physics using flipped classroom in Reciprocal Teaching (RT) collaborative learning settings.
HO: There is no significant difference in the mean retention scores of male and female students taught Physics using flipped classroom in Individualized learning (IL) settings.
HO;: There is no significant difference in the mean attitude rating of students exposed to flipped classroom in collaborative learning settings (reciprocal teaching (RT), think • aloud paired problem solving (TAPPS) and think pair share (TPS)) and those taught using individualized learning setting.
1.6 Scope of the Study
This study investigated the effects of three modes of flipped classroom collaborative strategies on secondary school Physics students’ learning outcomes in Minna, Nigeria. The study was carried out in four co-educational schools in Minna, Nigeria namely: Police Secondary School, Minna, Brighter School, Minna, Hilltop Model School, Maitumbi, and Fema School Tudun-Fulani, Minna.
The concept was limited to the content of light waves in Physics which include the following topics Introduction to light waves, reflection of light waves and refraction of light waves in lenses with dispersion of light through a prism. These contents were selected because they were identified to be among the difficult concepts in the senior secondary school two (SSII) syllabus (Erinosho, 2005). The variable under the study include four levels of independent variables, Reciprocal Teaching (RT), Think Aloud Paired Problem Solving (TAPPS), Think Pair Share (TPS) and Individualized Leaming (IL) strategy which is the control group); three levels of dependent variables (Achievement, Attitude and Retention), and two levels of moderating variable of gender (male and female). The instrument is limited to flipped• classroom instructional package (FIP), Students’ Attitude to Physics (SATPQ), Students Attitude to Flipped Classroom Questionnaire (SATFQ) and Physics Achievement Test (PAT). These were used for data collection. The field work lasted for ten weeks.
1.7 Significance of the Study
It is expected that the findings of this research would be significant to students, teachers, researchers, curriculum planners, examination bodies, parents, publishers, educational associations, non-governmental organizations and policy makers. Precisely: This learning strategy will help the students to analyze the topic in depth as they read at their pace, reverse, pause or rewind, make clarification and discuss with their teachers and peers in class after the flipping. It also allows students who need more time to understand certain concepts to take their time reviewing the material and receives immediate assistance from teachers and classmates. This encourages collaboration with other students; to teach and learn concepts from each other with the guidance of their teachers hence teamwork ability is built.
It would stimulate Physics subject teachers and their counterparts in other subjects matter to be creative and encourage them to employ the use of technology to enhance teaching and learning process. By the use of flipped classroom as the primary way of delivering lessons, the teachers could benefit from this positive approach to the problem of lack of concentration and understating during classes.
It will also stand as a stepping stone for future researchers and academicians as the information provided would be useful in further research in this area or related areas. This study can also provide empirical evidences for further researches on flipped classroom collaborative strategies on Physics. It will contribute to literature and add to the existing knowledge since there are few studies available regarding this strategy.
It is hoped that the findings of this study will help the curriculum planners to design curriculums that will encourage student-centered learning approach and improve performance of students in Physics at senior secondary school level. The findings of this study would open another direction for policy makers in education to redirect their educational policies to the use of strategies that will encourage active learning. The outcome of this study will help the Physics publishers to structure the Physics textbooks based on strategy that pose more activities on students to be creative and take charge of their learning.
1.8 Operational Definition of Terms
Attitude: The communication of indulgence or disapproval towards the use of flipped classroom collaborative strategy in teaching Physics content in the schools.
Collaborative Learning: This involves two or more students grouped together to solve Physics problem, complete a task, or create a product. Examples are: Reciprocal Teaching (RT), Think-Aloud Pair Problem Solving (TAPPS) and think pair share (TPS).
Flipped classroom: This is a learning strategy in which teacher prepares the Physics content in video and students watch and listen to it outside the classroom and during the class period, the teacher facilitate the lesson by creating tasks and activities to reflect the content they watch in the video.
Individualized learning: This is a learning strategy in which Physics video lesson is available to each learner to access his/her convenience without the assistance of his peers and teachers. Students can learn at his/her own pace, watch the video several times, fast forward, pause and reverse the video.
Reciprocal Teaching (RT): This is a collaborative learning activity that involves two or more students that watch Physics lesson video and take tum to teach the aspect of the Physics concept to another student in a group.
Retention: This refers to the ability of students taught Physics using the flipped classroom collaborative strategy to hold information or store learned material or experience that makes recall or recognition possible whenever it is needed.
Think Pair Share (TPS): This is a collaborative learning strategy which involves two students paired to write a response then share their ideas with each other and clarify their positions and discuss points of agreement and disagreement whenever teachers give them a task after watching Physics lesson video.
Think-Aloud Pair Problem Solving (TAPPS): This is a learning process involves solving Physics problems where students work in pairs and alternate roles. For each problem, one is the solver while the other is the listener.
This material content is developed to serve as a GUIDE for students to conduct academic research
EFFECTS OF THREE MODES OF FLIPPED CLASSROOM COLLABORATIVE STRATEGIES ON LEARNING OUTCOMES OF SECONDARY SCHOOL PHYSICS STUDENTS IN MINNA, NIGERIA
Project 4Topics Support Team Are Always (24/7) Online To Help You With Your Project
Chat Us on WhatsApp » 09132600555
DO YOU NEED CLARIFICATION? CALL OUR HELP DESK:
09132600555 (Country Code: +234)
YOU CAN REACH OUR SUPPORT TEAM VIA MAIL: [email protected]
09132600555 (Country Code: +234)