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Collaborative learning in flipped classrooms: enhancing physics education retention in Nigerian secondary schools Gambari, Amosa Isiaka; Abanikannda, Mutahir Oluwafemi; Abolarinwa, Lucy Folaranmi; Falode, Oluwole Caleb; Uno, Uno
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 13 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v13i1.13835

Abstract

The study examined the impact of three flipped modes of classroom collaborative learning strategies on secondary school students’ retention in Physics in Minna by employing a quasi-experimental design. A sample of 146 students (67 male and 79 female) from four randomly selected Senior Secondary Schools participated. The study formulated three research questions and corresponding hypotheses, tested at a 0.05 significance level. A validated 50-item multiple-choice Physics Achievement Test (PAT) with a reliability coefficient of 0.84 was used for data collection. ANCOVA was employed to analyse the hypotheses. Results indicated that flipped classroom approaches significantly affected students’ achievement and retention. Both male and female students benefited equally from these strategies. The study recommends implementing flipped classroom techniques to enhance Physics instruction in Nigeria, along with training workshops for teachers on blended learning methods. 
Co-Authors Abanikannda, Mutahir Oluwafemi Abolarinwa, Lucy Folaranmi Amosa Isiaka Gambari, Amosa Isiaka Falode, Oluwole Caleb