Advancement Through Research
The achievement of physics students in recent years has been on the decline. This is for the fact that secondary school students perceived physics as an abstract subject due to the method of instruction adopted by the teachers. Thus, this study determined the effectiveness of flipped classroom instructional technology model in enhancing students’ achievement physics. Pre-test post-test control group design was adopted for the study. The sample size of the study comprised 64 students. The instrument for data collection was Physics Achievement Test (PAT) which is 20-item multiple-choice questions. An internal consistency reliability index of 0.87 was obtained for PAT using Kuder-Richardson 20 (KR-20) formula. All groups were pretested before the experiment and post-tested after the experiment. Mean was used in answering the research questions while repeated-measures 2-way Analysis of variance (ANOVA) was used to test all the null hypotheses. The result showed that flipped classroom instructional technology was effective in enhancing the achievement of physics students at both post-test and follow-up measurements. Also, there was a significant interaction effect of time and group on the achievement of students in physics.
Achievement, Flipped Classroom Instructional Technology, Physics
