INFLUENCE OF FLIPPED CLASSROOM MODELS ON PRE-SERVICE TEACHERS’ ATTITUDE TOWARDS CHEMISTRY IN COLLEGES OF EDUCATION IN NORTH-CENTRAL, NIGERIA

Abstract

The study assessed the influence of flipped classroom models on pre-service teachers’ attitude towards chemistry in colleges of education, north central, Nigeria. The study adopted a descriptive survey design. A sample of 350 pre-service chemistry teachers was selected using purposive sampling technique. A researcher-designed structured questionnaire was used for data collection that was validated by three experts. The questionnaire was pilot tested and the data obtained were analysed and reliability coefficients of 0.80 was obtained. One-way ANOVA reported that F_(2,347)= 8.863, p = 0.000. p<0.05 indicating a significant difference in the mean attitude rating response of pre-service chemistry teachers. The p-value is less than the level of significance, hence hypothesis one is rejected. A Sidak post-hoc analysis was done to identify the direction of the difference among the treatment groups and a significant difference occur between the mean attitude of pre-service teachers taught Chemistry using standard-inverted and virtual flipped classroom models. However, no significant difference was observed between the mean attitude of pre-service teachers taught Chemistry using standard-inverted and demonstration based flipped classroom models. The study concluded that pre-service teachers taught Chemistry using standard-inverted flipped classroom had higher mean attitude ratings than those taught using demonstration based and virtual flipped classroom models respectively. In the light of these findings, it was recommended among others that the standard inverted flipped and demonstration based flipped classroom.