Comparative Effectiveness of Flipped Classroom and e-Learning Strategies on Digitalization of Tertiary in Rivers State

Abstract

This study examined the comparative effectiveness of flipped classroom and e-learning teaching strategies on the academic performance of pre-degree science education students in Rivers State, Nigeria. The study was guided by three research questions, three hypotheses and adopted the pretestpostest non-randomized control group quasi-experimental design. The population which also served as the sample was 49 pre-degree science education students comprising 15 male and 34 female participants in their third year. The instrument used for data collection was a self-constructed 30- item Research Methods and Statistics Performance Test by the researchers which was validated by senior lecturers in Science Education and measurement and evaluation. The reliability coefficient of the instrument was 0.89 as determined by the test-retest method. Means and standard deviation were used to answer the research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance. Findings of the study revealed significant difference in the academic performance of undergraduate students subjected to flipped classroom teaching strategy and those in the lecture method classroom. Students in the flipped classroom performed better with higher performance test scores than those in lecture classroom environments. Further findings revealed a significant difference in the performance of pre-degree students subjected to flipped classroom teaching and those in lecture teaching method in favour of flipped classroom where students performed significantly better than those in the lecture. Similar trend was obtained in the e-learning approach, where students subjected to e-learning performed significantly better than their counterparts in lecture learning environment. It was recommended among others that the use of flipped classroom teaching strategy should be embraced by teachers mostly lecturers in tertiary institutions of learning and further studies on comparative study of effective teaching strategies should be carried out to provide the best teaching method out of the effective ones.