Effect of Flipped Classroom Instruction via Google Classroom on Secondary School Students’ Academic Attitude Towards Chemistry in Onitsha Education Zone of Anambra State of Nigeria

Patience Chinasa George and Prof. A.M. Osuafor
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Patience Chinasa George: Nnamdi Azikiwe University Awka, Nigeria
Prof. A.M. Osuafor: Nnamdi Azikiwe University Awka, Nigeria

International Journal of Research and Innovation in Social Science, 2023, vol. 7, issue 6, 45-59

Abstract: The study investigated the effect of flipped classroom instruction via Google classroom on secondary school students’ academic attitude wards chemistry in Onitsha educational zone. The study was conducted at Onitsha education zone of Anambra State. The influence of gender on students’ achievement was determined. Two research questions were raised to guide the study and three hypotheses were tested at 0.05 alpha levels. A quasi-experimental of research design was adopted; specifically the pre-test and post-test non-randomized control group design was used. The population of the study was 3192 senior secondary year two students offering chemistry in Onitsha education zone out of which a sample size of 109 students was drawn using purposive and random sampling techniques. Also two schools were chosen through simple random sampling techniques as experimental and control group centre. The instruments for data collection was Chemistry Attitude Questionnaire (CAQ).The instruments were validated by two experts in departments of science education and one in educational foundation from Nnamdi Azikwe University, Akwa. The reliability of CAT was established using Cronbach Alpha method with reliability value of 0.82. The data for the study were obtained by administering the instrument to the respondent as pretestposttest, data gathered were analyzed using mean and standard deviation to answer research questions and the null hypotheses were tested using Analysis of covariance (ANCOVA). The findings from the results showed that there is a significant difference in the academic attitude of students taught chemistry using FCIVGC and those taught lectured method in favour of the FCIVGC group. Gender was not significant in the attitude of students taught chemistry using FCIVGC and LM. There was no significant interaction effect of instructional approach and gender on students’ attitude in chemistry. Generally, the study has shown that FCIVGC of Brame is effective in enhancing attitude of students in chemistry. It was concluded that FCIVGC is more effective for male students academic attitude which has encourages positive attitude of male chemistry students in learning chemistry. It was recommended that teachers should employ FCIVGC in teaching and learning of chemistry.

Date: 2023
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