EFFECT OF FLIPPED CLASSROOM INSTRUCTION AND ENHANCED LECTURE METHOD ON ACADEMIC PERFORMANCE IN GENETICS AMONG STUDENTS WITH VISUAL-AUDITORY-KINESTHETIC (VAK) LEARNING STYLES IN GUSAU, ZAMFARA STATE, NIGERIA
Keywords:Flipped classroom, Enhanced lecture method, Academic performance, Genetics, VAK learning style
The aim of this quasi-experimental study was to investigate the effect of flipped classroom instruction and enhanced lecture method on academic performance in genetics among students with VAK learning styles in Gusau, Zamfara State, Nigeria. The study population comprised all Senior Secondary School 3 (SS 3) students offering biology in Gusau. Three schools were randomly selected, and in each, one SS 3 intact class was randomly assigned to experimental group 1 (n=65), 2 (n=58) and control group (n=61). Two instruments, the VAK questionnaire and Genetic Concepts Performance Test (GCPT), were utilized to collect data. The students in each class were categorized according to their VAK preferences using a VAK questionnaire before the interventions. The experimental group 1 and 2 were taught genetics using Flipped Classroom Instruction and Enhanced Lecture Method respectively, while the control group taught with Traditional Lecture Method. Pretest and posttest were administered using GCPT to evaluate academic performance in genetics. Parentage, Mean, Standard deviation and Analysis of variance were used to analyze the data collected. The interventions last for four weeks. The study found that visual learning style (40.76%) was the most preferred by the SS 3 students, followed by auditory (31.52%) and kinesthetic (27.72%) styles. The study also found that flipped classroom instruction and enhanced lecture methods improved academic performance in genetics compared to traditional lecture methods, regardless of students' VAK learning styles. Specifically, flipped classroom was the most effective for all the learning styles, while traditional lecture method was the least, especially for kinesthetic learners. The study recommends that teachers should adopt these methods teaching biology, particularly in teaching genetics.