DEMONSTRATION BASED FLIPPED CLASSROOM AND IT’S EFFECT ON SCIENCE EDUCATION STUDENTS’ LEARNING OUTCOME IN MICROTEACHING IN ANYIGBA

Abstract

Abstract
This study examined the effect of demonstration based flipped classroom (DBFC) on the
learning outcome of science education students of Prince Abubakar Audu University, Anyigba
in micro teaching and the influence of gender on their post-test achievement (PP) and retention
achievement (RP). The quasi-experimental design was employed. Three research instruments
were used as follows: developed demonstration based flipped classroom DBFC; lesson note
and achievement test. The instruments were validated and tested with the reliability index of
0.78, 0.85 and 0.95 respectively. Hypotheses formulated were tested using (ANCOVA). The
findings of this study revealed that: (i) developed demonstration based flipped classroom
DBFC was effective and a significant difference exist in the PP F (1,265) = 142.002, p=.00
and RP F(1, 265) = 130.24, p = .00 of students since the p-values 0.00 < 0.05 alpha value
which favored the DFCP and (ii) no significant difference existed in the post-test achievement
and retention achievement of both male and female students in DFCP. The study concluded
that demonstration flipped classroom package improved students’ achievement in
Microteaching. It was therefore recommended among others that the use of demonstration
based flipped classrooms be encouraged in other educational courses for a significant
improvement in students learning outcome in Nigerian universities.