Abstract:
This study was carried out at Kibi Presbyterian College of Education, Eastern Region
of Ghana. A single group pre- and post-test action research design was employed in
the study. The sample involved 72 Elective Chemistry students in level 100, whose
other major subject areas were Mathematics and ICT. The participants were
purposively selected in an intact class. The study examined the effects of the flipped
classroom pedagogical approach on the performance of the students in Elective
Chemistry. The effects examined refers to performance of the students in terms of
four levels of the cognitive domain in Bloom’s taxonomy. Four weeks was used to
implement the intervention by the six-step approach to implementing the flipped
classroom, that is plan, record, share, change, group and regroup. The topic was
kinetic molecular theory of matter. The study assessed students’ pre-existing
knowledge on Kinetic molecular theory, using a Kinetic Molecular Theory Diagnostic
Test. During the intervention observation data was collected to assess their
engagement and students’ class exercise data tabulated. A post-intervention test was
conducted using a modified version of the diagnostic test, followed by a survey on the
students’ perception of the teaching strategy. The study found an improved academic
performance of students at the four levels of the cognitive domain examined, with a
large effect size. The results also indicated a high level of interest, collaboration and
motivation among the students and they perceived that the flipped classroom is a
useful teaching strategy that improved their learning in the classroom. The students
preferred the flipped classroom model to traditional teaching methods. However, a
few constraints of the method were identified and solutions suggested. This method is
a useful teaching strategy, and as such, science tutors in Kibi College of Education
should integrate the various forms of the flipped classroom in their lesson deliveries
in order to improve students’ performance and knowledge generation. Tutors
therefore need to learn the various forms of the flipped strategy and apply it in their
teaching.
Description:
A thesis in the Department of Science Education, Faculty of Science Education submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba
JANUARY, 2023