EFFECTS OF FLIPPED CLASSROOM AND PEER TEACHING LEARNING STRATEGIES ON UPPER BASIC TWO STUDENTS' INTEREST IN BASIC SCIENCE

Authors

  • Blessing Solomon Dawal, Ph.D

Keywords:

Flipped classroom learning strategy, Peer-teachingurategy, Interest and Basic Science

Abstract

This study investigates the impact of Flipped Classroom and Peer-Teaching strategies on the interest of Upper Basic Two students’ in Basic Science within Plateau State, Nigeria. Guided by two research questions and two hypotheses, the research employed a quasi-experimental non-equivalent control group design. A sample of 397 students was drawn from a total population of approximately 182,400 Upper Basic Two students in state government-owned schools, using a simple random sampling technique (balloting with replacement). Two schools were randomly assigned to either the Flipped Classroom or Peer-Teaching groups. Each group was exposed to its respective teaching strategy. The instrument used for data collection was the Students Interest in Basic Science Scale (SIIBS). Mean and standard deviation were employed to address the research questions, while hypotheses were tested at a 0.05 level of significance using ANCOVA. The findings revealed that the Flipped Classroom learning strategy significantly enhanced students' interest in Basic Science compared to the Peer-Teaching strategy. Consequently, it is recommended that the Flipped Classroom learning strategy be adopted for effective handling of Upper Basic II students. This study contributes to the understanding of impactful teaching methodologies in enhancing student interest and engagement in Basic Science education.

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Published

2024-01-07

How to Cite

Solomon Dawal, Ph.D, B. (2024). EFFECTS OF FLIPPED CLASSROOM AND PEER TEACHING LEARNING STRATEGIES ON UPPER BASIC TWO STUDENTS’ INTEREST IN BASIC SCIENCE. BW Academic Journal. Retrieved from https://bwjournal.org/index.php/bsjournal/article/view/1733