During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. Opportunities and barriers to using the flipped classroom approach for Ghanaian chemistry teachers were found. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, the teacher educators described how inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.

The advent of the Covid-19 pandemic brought distortions in the academic calendar of nations when educational institutions were closed. As a way of filling the gap created in the trend, tertiary institutions introduced online learning to support students’ learning while at home. There was also the need to introduce alternative learning approaches to students that will help them summarize and represent the lengthy lecture notes and reading materials into meaningful and memorable units. This study looks at the effectiveness of mind maps in promoting this home-based online learning.  The participants were seventy-one (71) first-year Bachelor of Education students pursuing a 4-year degree program in Basic Education in Kibi Presbyterian College of Education. One group consists of students pursuing Home Economics as their major and the other primary education. A test and questionnaire were used to collect data. T-test was used to test the significance of the performance of the two groups, and multiple regression was used to find an association between the use of the strategy and students’ performance. The statistical software used for data analysis was IBM’s SPSS version 25. The result shows that the mind map strategy helped learners retain knowledge; however, students’ understanding of concepts was low

This study investigated the effects of flipped inquiry-based learning approach (FIBL) on chemistry students' academic performance and learning experiences. This study utilized a mixed research methods approach with a quasi-experimental design. A convenient sampling technique was used to identify pre-service teachers studying chemistry at the college of education in Ghana. Quantitative data was obtained using a chemistry academic achievement test and critical thinking skills test. Qualitative data was obtained through a focus group conducted in the experimental class. Results from the quantitative data analysis showed a significant increase in students' academic performance and critical thinking skills in the pre-and post-test scores in experimental classes. Female pre-service teachers performed better with higher scores in chemistry learning outcomes than their male colleagues. In addition, the focus group results showed that students had positive views on learning in the FIBL environment in terms of learning convenience, peer collaboration, conceptual understanding, and learning skills. The study provides insight into flipped and inquiry-based learning as effective pedagogical approaches for delivering chemistry instructions. Overall, the results show that flipped inquiry-based learning is an effective pedagogical approach enabling students to develop learning potentials in chemistry.

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The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students' learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.