TWO SIMULATION-BASED INVERTED CLASSROOM STRATEGY AND PRIVATE UNIVERSITIES PRE-DEGREE STUDENTS’ LEARNING OUTCOMES IN PHYSICS IN SOUTHWESTERN NIGERIA

Abstract

Physics is an important science subject in pre-degree science programmes in Nigerian universities. However, reports have shown that pre-degree students in private universities in southwestern Nigeria have poor learning outcomes in Physics. Previous studies focused largely on student-related factors influencing learning outcomes in Physics, with less attention paid to intervention. This study, therefore, was carried out to determine effects of Simulated Video based Inverted Classroom (SVBIC) and Virtual Laboratory-based Inverted Classroom (VLBIC) strategies on pre-degree students’ learning outcomes (Attitude, Achievement and Problem solving skills) in Physics in southwestern Nigeria. The moderating effects of gender and spatial ability were also examined. Cognitive Constructivist and Engagement theories provided the framework, while the pretest posttest control group quasi experimental design of 3x2x3 factorial matrix was adopted. Six private universities (Adeleke, Achievers, Afe Babalola, Babcock, Caleb and Lead City) offering pre-degree science programmes were purposively selected. Participants who had digital electronic gadgets to view and download simulations were purposively selected and were randomly assigned to SVBIC (83), VLBIC (51) and control (70) groups. The instruments used were Attitudes towards Physics Questionnaire (α = 0.88), Students’ Achievement Test in Physics (r = 0.75), Spatial Ability Test (r = 0.81), Problem- solving Skills Scale (r = 0.83), Availability and Accessibility of Digital Gadgets Inventory and Instructional guides. Treatment lasted 14 weeks. Data were analysed using Analysis of covariance and Bonferroni pairwise comparison test at 0.05 level of significance. The participants’ age was 17.01 ± 2.00 years, and 57.8% were females; their spatial ability (88.2%) was high. There were significant main effects of treatment on attitude (F (2;187) = 3.68; partial ƞ2 = 0.04), achievement (F (2;187) = 44.06; partial ƞ2 = 0.32), and problem-solving skills (F (2;187) = 5.01; partial ƞ 2 = 0.05) in Physics. The students in the SVBIC (x = 71.42) had the highest post-attitude mean score, followed by those in the VLBIC (x = 66.15) and control (x = 64.12) groups. The students in the VLBIC had the highest post-achievement mean score (x = 16.35), followed by those in the SVBIC (x = 14.00) and control (x = 9.36) groups, while the students exposed to VLBIC had the highest post problem-solving skills mean score (x = 25.23), followed by those in the control (x = 19.13) and SVBIC (x = 16.85) groups. Gender and spatial ability were not significant on students’ learning outcomes. There was a significant two-way interaction effect of treatment and gender on students’ achievement (F (2;187) = 3.10; partial ƞ2 = 0.03) in favour of the female students (x = 12.99) from the VLBIC group. There was a significant two way interaction effect of spatial ability and gender on students’ achievement (F (2;187) = 3.85; partial ƞ2 = 0.04) in favour of the female students (x = 13.40) with high spatial ability. Two-way interaction effects of treatment and spatial ability and three-way interaction effects were not significant on students’ attitude, achievement and problem-solving skills. Simulated-video and virtual laboratory-based inverted classroom strategies improved pre-degree students’ attitude, achievement and problem-solving skills in Physics in southwestern Nigeria. Lecturers should adopt these strategies for improved learning outcomes in Physics among pre degree students