DEVELOPING MULTIPLICATIVE THINKING SKILLS AMONG PRIMARY SCHOOL PUPILS WITHIN A FLIPPED CLASSROOM ENVIRONMENT FOR STEM EDUCATION, GOMBE STATE NIGERIA

Abstract

This study was on developing multiplicative thinking skills among primary school pupils within a flipped classroom environment for STEM education, Gombe state Nigeria. The study had two research questions and two hypotheses. The research design was the quasi-experimental and the population of the study comprised primary school pupils in Gombe state from which 103 pupils (51 males and 52 females) were sampled and participated in the research. The Multiplicative Thinking Skill Quiz (MTSQ) with a reliability of 0.81 was used to collect data. The hypotheses were tested using the t-test at p≤ 0.05 level of significance. The results revealed significant difference between the multiplicative thinking (MT) of pupils in the flipped class (F-CM) and the Traditional Method class (TM). In addition, the difference between the MT of pupils taught using the F-CM regarding gender was not significant.  The study concluded that when pupils are exposed to the F-CM, their MT is better developed. Based on these findings, it was recommended that F-CM should be introduced into the primary school level in the state to teach mathematics to develop pupils’ MT. Also, teachers should be trained on the use of F-CM in their teaching for STEM development among primary school pupils.