Students’ attitude and academic achievement in a flipped classroom

Abstract

A quasi non-equivalent, non-randomized factorial design, examined Chemistry students' attitudes towards chemistry and academic achievement in second year Bachelor of Education students taught with the flipped classroom strategy. In the study of 100 students, a pre-attitude test of 30-items questionnaire was apportioned to ascertained students' attitude towards chemistry. Pre-test was also apportioned to the control and experimental group. This was followed by teaching using the flipped classroom strategy for experimental group and the control group was taught using the traditional approach. Thereafter, students in the experimental group wrote a post attitude test. A post-test was administered to both experimental and control group. The result of the post-attitude showed a significantly higher mean when compared to the pre attitude score. The result of the analysis using sample t-test showed students having a positive attitude towards chemistry, when taught using flipped classroom. The study also sought to find out the academic achievement of students taught with and without the flipped classroom strategy. Findings from the investigation of academic achievement revealed that students’ academic achievement was significantly higher than those in the conventional group. The implications of these findings are that the flipped classroom strategy could improve attitude of students towards chemistry, thereby enhancing their academic achievement. This is so as students can play the lesson videos again and again at the comfort of their homes for mastery of concept in their lesson. The result of this study is especially relevant to the learning and teaching of chemistry in secondary and tertiary institutions in developing nations, Nigeria inclusive. This is so as the teacher per student ratio is high such that the teacher cannot carry every student along in the class within the short period provided.

Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction

“…Meanwhile, SAA was significantly affected by the Students’ Performance Response (β: 0.754; p = 0.014). It implies that a positive performance can give positive results in student’s academic achievement, and that a negative performance can also give negative results [ 64 ]. Pekrun et al (2010) discovered that students’ academic emotions are linked to their performance, academic achievement, personality, and classroom circumstances [ 26 ].…”

“…According to Bossman & Agyei (2022), satisfaction significantly affects performance or learning outcomes [ 68 ]. In addition, it was discovered that the main drivers of the students’ performance are the students’ satisfaction [ 64 , 69 ].…”

Early pregnancies among middle school students: Attribution of blame and the feelings of responsibility among teachers and parents

“…The evidence showed a positive and significant correlation between teachers’ teaching experience and their empathic concern, from which it can be argued that general life experience among teachers and parents positively influences the empathetic level. Although junior teachers add new energy to teaching ( Nja et al, 2022 ), they may hardly put themselves in a victim’s shoes and perceive the problem as the victim does. Young teachers’ perspectives and feelings toward the victims of risky behaviors (i.e., early sex debut and early pregnancy) are yet to the level of their senior teachers’ counterparts.…”

The Effect of Micro-Flipped Classroom in the Context of Distance Learning on TESOL Master Students' Achievement

“…This was evidenced by the statistical analysis, which confirmed that micro-flipped learning had a positive and broadly significant effect on academic achievement. As a matter of fact, in the bulk of literature, many studies (Polat & Karabatak, 2022;Nourinezhad, Hadipourfard & Baval, 2022;Jdaitawi, Hussein, Muhaidat & Joudeh, 2022;Bergeson, 2022;Nja, Orim, Neji, Ukwetang, Uwe & Ideba, 2021;Masadeh, 2021;Hava, 2021) which highlight that flipped learning positively affects academic achievement. In this case, it can be presumed that the finding of the study goes in line with the relevant literature and that the abovementioned approach positively influences the learning achievement of the postgraduate students.…”

“…Findings from several studies suggest that there are positive effects of flipped learning in the field of education (Polat & Karabatak, 2022;Nourinezhad, Hadipourfard & Baval, 2022;Jdaitawi, Hussein, Muhaidat, & Joudeh, 2022;Bergeson, 2022;Nja, Orim, Neji, Ukwetang, Uwe, & Ideba, 2021;Masadeh, 2021;Hava, 2021). By contrast, other studies have also emphasized the lack of any significant increase in learning performance (Arriaga & Talavera, 2018;Topal & Akhisar, 2018;Aggarwal, Thakur, Agrawal, Jhajharia, Madaan & Mahapatra, 2019;Leatherman & Cleveland, 2020).…”