Effect Of Flipped Learning Facets On Primary School Pupils’ Academic Achievement In Science In Abothuguchi Central Division, Meru County
View/ Open
Date
2020Author
Kithinji, Mutethia A
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
Flipped learning is a learner-centred instructional approach whereby pupils are predeposed
to new materials and content outside of the classroom and apply them in
the next classroom meeting with the teacher playing the role of a facilitator. The
pupils are expected to do their research at home and while in the classroom, actively
engage in brainstorming, collaborating and reflecting on the concepts with
guidance of the teacher. The primary aim of flipped learning is to increase pupils’
achievement through enhancements to homework, to bolster the attitudes
surrounding homework, to increase the proportion of pupils submitting quality
homework and to foster independent learning. The purpose of this study was to
establish the effect of flipped learning facets on class seven pupils’ academic in
science in Abothuguchi Central Division, Meru County. The study sought to
address the following objectives; establish whether there is a significant difference
in the science subject mean scores of pupils taught using educational videos and
traditional methods; examine whether there is a significant difference in the science
subject mean scores of pupils taught using out-of-class text reading and traditional
methods; evaluate whether there is a significant difference in the science subject
mean scores of pupils taught using video and out-of-class text reading and
traditional methods; determine whether there is a significant difference in the
science subject mean scores of pupils taught using blended learning and traditional
methods. The objectives were formulated into four hypotheses. The sample
consisted of 4 teachers, 4 head teachers and 103 class seven pupils from the 4
primary schools sampled for the study. The instruments used to collect data were:
questionnaires for science teachers and pupils, interviews for the head teachers,
observation schedule and pre and post achievement test. The objectives were
analysed via inferential and descriptive statistics and presented via frequencies and
percentages while the hypotheses were analysed through use of a computer
program, SPSS version 23 and Microsoft Excel 2010. An independent-samples ttest
was conducted to determine whether there was a statistically significant
difference between the means in the control and the experimental groups. It is
expected that the outcome of the study will be beneficial to both stakeholders and
policy makers in matters of education. One of the key findings of the study was that
flipped learning improved academic achievement in science. The key
recommendation of the study is that the Government through the Ministry of
Finance and Ministry of Education should allocate adequate funds for acquisition
of IT resources in school.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5980]
The following license files are associated with this item: