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May 30, 2024Article Details
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Main Article Content
Impact of Flipped Learning Pedagogy on Senior High School Physics Students’ Attainment, Retention and Feedback in Studying Electronics
Veronica Sarpong
Eric Appiah-Twumasi
Abstract
The study aimed to explore the impact of Flipped Learning Pedagogy (FLP) on the attainment and retention of senior high school physics students studying electronics and the nature of the feedback given by students taught electronics concepts using FLP. The study was conducted in two intact classes comprising 103 research participants from the Old Tafo Municipality in Ghana using a quasi-experimental pre-test/post-test non-equivalent control group design. On the instrumentations of the study, this study employed two different sets of Electronics Concept Test and a semi-structured interview guide to collect both quantitative and qualitative data. Split-Plot Analysis of Variance (SPANOVA) revealed a significant effect of FLP use on student retention (Wilk’s Lambda = 0.038, F (3,99) = 830.746, p = 0.000<0.05; effect size = 0.962) in learned electronics concepts. The students’ feedback on FLP was positive, indicating that FLP helped them better understand electronic concepts, remain focused on their studies, and collaborate with their classmates for better study. Based on the results obtained, it was concluded that the use of FLP in the teaching and learning of electronics enhances students’ retention of knowledge of electronic concepts and consequently promotes positive feedback on electronic concept studies. Therefore, it was recommended that SHS Physics teachers in Old Tafo Municipality who wish to improve their students’ retention of learnt electronics concepts and develop positive feedback on electronics studies should consider adopting FLP as an option.
