The Impact of Flipped Learning Pedagogy on the Academic Performance and Attitude of Senior High School Physics Students in Mechanics Concepts.

Abstract

The study examined the effect Flipped Learning Pedagogy on SHS Physics students’ performance and attitude on Mechanics concepts in Mampong Municipality, Ashanti Region, Ghana. By adopting the quasi-experimental using pretest and posttest nonequivalent control group design, four intact classes, comprising of 200 SHS 1 physics students were used for the study. Instruments known as Mechanics Concepts Test (MCT), as well as Attitude Towards Mechanics Learning Questionnaire (ATMLQ) were used to gather data for the study. Mean, standard deviation and mean differences were used to answer the research questions, while one-way analysis of covariance (One-Way ANCOVA) was to test hypotheses. The results revealed that students exposed to Flipped Classroom Pedagogy performed better in the Mechanics Concepts Test (MCT) than those taught without Flipped Classroom Pedagogy. Also, there was no gender difference in academic performance on the use of Flipped Classroom Pedagogy. Moreover, students’ attitude towards the teaching and learning of mechanics increased after the use of Flipped Classroom Pedagogy. Based on the results obtained, it was concluded that the use of Flipped Classroom Pedagogy was effective in enhancing SHS Physics students’ academic performance and attitudes in mechanics, as well as bridging the gender gap in academic performance. It was therefore recommended amongst others that physics teachers within Mampong Municipality should be encouraged to use Flipped Classroom Pedagogy to teach Mechanics concepts at the SHS level.