Email this article Gender Differentials in the Use of Flipped Instructional Strategy in Enhancing Performance and Retention among Low-Achieving Secondary School Physics Students in Zaria, Kaduna State, Nigeria
Abstract
This study examined the Effect of Flipped-Instructional-Strategy on Retention and Performance in Wave Concept among Low-Achieving Secondary School Physics Students in Zaria, Kaduna State, Nigeria. The study employed quasi-experimental involving pretest and posttest control group design. The population of the study comprises all public co-educational Senior Secondary School II (SS2) Physics Students in Zaria Education Zone of Kaduna State. In this study, available data revealed that there were 3357 SSII students (2184 males and 1173 females) offering Physics in the Zone. The sample of the study comprised 115 SS II Physics low achievers (76 males and 39 females) from two (2) randomly selected public co-educational senior secondary schools in Zaria Education Zone. The study was guided by two objectives with their corresponding research questions and null hypotheses. A validated instrument namely; Wave concept Performance Test (WCPT) was used to collect data. The reliability coefficient of WCPT was obtained to be 0.76 using Pearson Product Moment Correlation Coefficient (PPMCC). The data collected was subjected to analyses at two different levels via descriptive and inferential statistics. The descriptive statistics of mean and standard deviation were used to answer the research questions raised. While at the inferential level, independent sample t-test was used to test the null hypotheses formulated at the significance level of α ≤ 0.05. The inferential statistics level forms the basis to permit decision on whether to reject or retain the null hypotheses after being tested. Results of findings revealed that, there is no significant differences between the performance means scores of male and female low achieving secondary school students taught wave concept using Flipped Instructional Strategy (p=0.62). There is no significant difference between the retention ability male and female secondary school students taught wave concept using FIS (p=0.76). Based on the findings of the study, it was recommended among others, that Physics teachers should be encouraged through training and retraining programmes by state Ministry of Education and professional bodies such as STAN on the use of FIS in teaching Physics concept like wave, as it enhanced students’ retention ability and academic performance as it was found to be gender friendly.
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