Students' attitude and academic achievement in a flipped classroom.

ABSTRACT: A quasi non-equivalent, non-randomized factorial design, examined Chemistry students' attitudes towards chemistry and academic achievement in second year Bachelor of Education students taught with the flipped classroom strategy. In the study of 100 students, a pre-attitude test of 30-items questionnaire was apportioned to ascertained students' attitude towards chemistry. Pre-test was also apportioned to the control and experimental group. This was followed by teaching using the flipped classroom strategy for experimental group and the control group was taught using the traditional approach. Thereafter, students in the experimental group wrote a post attitude test. A post-test was administered to both experimental and control group. The result of the post-attitude showed a significantly hig

SUBMITTER: Nja CO 

PROVIDER: S-EPMC8800036 | biostudies-literature | 2022 Jan

REPOSITORIES: biostudies-literature