Amosa Isiaka Gambari, Mutahir Oluwafemi Abanikannda, Lucy Folaranmi Abolarinwa, Oluwole Caleb Falode, Uno Uno

Collaborative learning in flipped classrooms: enhancing physics education retention in Nigerian secondary schools

Introduction

Collaborative learning in flipped classrooms: enhancing physics education retention in nigerian secondary schools. Discover how flipped classroom collaborative learning strategies significantly boost physics education retention in Nigerian secondary schools. A quasi-experimental study reveals positive impact on student achievement.

Abstract

The study examined the impact of three flipped modes of classroom collaborative learning strategies on secondary school students’ retention in Physics in Minna by employing a quasi-experimental design. A sample of 146 students (67 male and 79 female) from four randomly selected Senior Secondary Schools participated. The study formulated three research questions and corresponding hypotheses, tested at a 0.05 significance level. A validated 50-item multiple-choice Physics Achievement Test (PAT) with a reliability coefficient of 0.84 was used for data collection. ANCOVA was employed to analyse the hypotheses. Results indicated that flipped classroom approaches significantly affected students’ achievement and retention. Both male and female students benefited equally from these strategies. The study recommends implementing flipped classroom techniques to enhance Physics instruction in Nigeria, along with training workshops for teachers on blended learning methods.

Review

This study critically examines the impact of flipped classroom collaborative learning strategies on physics education retention in Nigerian secondary schools, a timely and relevant topic given global shifts towards blended learning. Employing a quasi-experimental design with a sample of 146 students, the authors utilized a validated Physics Achievement Test and ANCOVA to robustly assess the intervention's effectiveness. The core finding—that flipped classroom approaches significantly enhance both student achievement and retention, with equitable benefits across genders—provides compelling evidence for the efficacy of these pedagogical methods in the Nigerian educational context. This research successfully highlights a promising pathway for improving student outcomes in a challenging subject area. Methodologically, the study demonstrates commendable rigor through its quasi-experimental approach, the inclusion of a substantial and gender-balanced sample, and the use of a reliable instrument (PAT with a coefficient of 0.84) for data collection. The application of ANCOVA further strengthens the statistical analysis, allowing for control of potential covariates. However, the abstract would benefit from greater specificity regarding the "three flipped modes of classroom collaborative learning strategies." Understanding the precise nature and differences between these modes is crucial for readers to fully grasp the intervention and consider its applicability elsewhere. Additionally, while significant effects are reported, a clearer indication of the effect sizes would provide a more complete picture of the practical significance of these findings. The study's recommendations for implementing flipped classroom techniques and providing teacher training workshops are well-justified by the findings and carry substantial practical implications for physics instruction in Nigeria. These suggestions offer a clear actionable path for educators and policymakers seeking to improve student learning and retention. Future research could usefully expand upon this work by providing more detailed descriptions of the specific collaborative learning strategies employed, exploring the long-term effects on retention, and investigating the perceptions and challenges faced by teachers during implementation. Such investigations would further enrich the understanding of how to optimally integrate blended learning models within secondary education.

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