Effect of simulation-aided flipped classroom model on secondary school students’ interest and achievement in genetics
Abstract
The study was on effect of simulation aided flipped classroom model on secondary school students’ interest and achievement genetics in Anambra State. Six research questions and six hypotheses tested at 0.05 level of significance guided the study. A quasi experimental design, specifically the non - equivalent group design was adopted for the study. The population of the study consisted of 13, 596 SS3 Biology students that registered for the 2023/2024 academic session in the Anambra State post primary schools. A total of 300 Biology students formed the respondents of the study. A researcher made Biology achievement test and an interest scale structured and validated at a reliability coefficient of 0.92 and 0.85 respectively served as both achievement and interest instrument. Meanwhile, mean and standard deviation was used to answer research questions while ANCOVA was used to test the hypotheses. The study revealed that simulation aided flipped classroom was significant in improving secondary school students’ interest and achievement in biology. Among others, the study recommended a swift implementation of the simulation flipped classroom in teaching and learning of genetics. By implication, the study contributed that biology students learn more outside the classroom. Hence, such knowledge gained outside the classroom becomes basis of the new experience and can be extended to real life situations particularly in problem solving.
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