Abstract:

Over the years, there have been reports of poor performance of primary school children in Basic Science which is the foundation of science subjects at upper education levels. Teachers’ use of traditional methods of teaching has been implicated for such poor performance of children in the subject. With the emergence of coronavirus disease 2019 (COVID-19), the mode of teaching shifted from the traditional face-to-face to the remote or online mode of teaching in most countries of the world. Based on the foregoing, the researchers explored the effectiveness of flipped classroom instructional approach on children’s achievement in Basic Science using the simple repeated measures design. In this study, 31 primary three children participated in the six (6) weeks of treatment. Content and face validated Basic Science Achievement Test (BSAT) was used to collect data for the study. Prior to the commencement of the treatment, the children were pretested on three different occasions and after the treatment, were posttest three times. Thus, the multiple pre- and post-testings served as the control for the treatment (flipped classroom). Data collected were analysed using a mixed-design repeated-measures analysis of variance. The finding revealed that flipped classroom instructional approach significantly (p = 000) enhanced children’s achievement in Basic Science. This implies that flipped classroom instructional approach is very effective in the enhancement of children’s achievement in Basic Science. It was thus, recommended that primary school teachers should adopt the use of flipped classroom instructional approach in teaching and learning Basic Science and other related subjects.

Keywords:

Basic science, Enhancing, Flipped classroom, primary school children, Simple repeated measures.