Improving Students’ Achievement and Retention in Biology using Flipped Classroom and Powerpoint Instructional Approaches: Implication for Physics Teaching

Authors

  • Chioma Juliet Adonu Department of Science Education, Faculty of Education, University of Nigeria, Nsukka Author
  • Chinwe Rose Nwagbo Department of Science Education, Faculty of Education, University of Nigeria, Nsukka Author
  • Christian Sunday Ugwuanyi Postdoctoral fellow, School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, 9300, South Africa. Author https://orcid.org/0000-0003-2174-3674
  • Chinedu I.O. Okeke Postdoctoral fellow, School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, 9300, South Africa. Author https://orcid.org/0000-0003-3046-5266

DOI:

https://doi.org/10.61841/aq9kxm31

Keywords:

Achievement, biology, flipped classroom, powerpoint, retention, science teaching

Abstract

 In Enugu State, Nigeria, the study determined the efficacies of Flipped classroom and PowerPoint
instructional approaches on students’ achievement and retention in biology. Anon-equivalent groups quasiexperimental research design was used for the study with a sample size of 79 students. Students’ achievement
and retention in Biology were measured using Biology Achievement Test (BAT). Using Kudder-Richardson 20
(K-R20) formula, the internal consistency reliability coefficient of BAT was calculated to be 0.89.Thetest-retest
method was used to assess the temporal stability of the reshuffled form of BAT, which was then subjected to
Pearson correlation coefficient which yielded a correlation coefficient of 0.91. To answer the research
questions, the data were analysed using mean and analysis of covariance (ANCOVA) was used to test the
hypotheses at 0.05 level of significance. The study found that both flipped classroom and powerpoint
instructional approaches enhanced students’ biology achievement and retention. However, flipped classroom
instructional approach was significantly (p< .05) more effective in enhancing biology students’ achievement and
retention than powerpoint. Based on the findings of the study, it was recommended that science teachers/science
educators should adopt flipped classroom instructional approach for teaching biology and other science subjects
like physics 

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Published

24.09.2024

How to Cite

Improving Students’ Achievement and Retention in Biology using Flipped Classroom and Powerpoint Instructional Approaches: Implication for Physics Teaching. (2024). International Journal of Psychosocial Rehabilitation, 25(2), 234-247. https://doi.org/10.61841/aq9kxm31