Impact of Flipped Classroom Model Academic Performance among 200 Levels Integrated Science Students in Energy and Matter Concepts in University of Uyo, Uyo Akwa Ibom State, Nigeria

Abstract

The study investigated the Impact of flipped class room model in the teaching of integrated science among 200 level students at University of Uyo, Uyo, Akwa Ibom State, Nigeria. The research design for the study was quasi experimental control group design. one research question was stated and one null hypothesis was formulated for testing. The population of the study was 230 students; out of which 82 students were selected to participate in the study. They were grouped in two: the experimental group (EG) which comprises of 42 students and the control group (CG) which also comprises of 40 students. The data was collected using a research instrument tagged Prosperities of Energy and Matter Performance Test (POEMAT) with reliability coefficient of 0.78. The sampled students were exposed to the treatment for the period of six weeks those in the experimental group were taught using the flipped class room model while those in the control group were taught using the lecture method of instruction. The data obtained was subjected to t-test statistical analysis at 0.05 level of significance. The findings of the study revealed that, flipped class room model enhances students’ academic performance in understanding the energy and properties of matter concepts in integrated science. Some recommendations were made which include: the use of flipped class room model should be encouraged in the teaching and learning of integrated science and other science subjects in tertiary institutions among others.