INTERACTIVE EFFECTS OF FLIPPED LEARNING MODEL ON NCE II STUDENTS’ CRITICAL THINKING SKILLS AND CONFIDENCE LEVEL IN SCIENCE EDUCATION IN NIGERIA – Samba, R. & Egbodo, B.A
INTERACTIVE EFFECTS OF FLIPPED LEARNING MODEL ON NCE II STUDENTS’ CRITICAL THINKING SKILLS AND CONFIDENCE LEVEL IN SCIENCE EDUCATION IN NIGERIA – Samba, R. & Egbodo, B.A

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1R. M.O. Samba and 2Benson A. Egbodo,
1Department of Science & Mathematics Education,
Benue State University, Makurdi

sambaregina2015@gmail.com
2Department of Integrated Science,
College of Education, Oju, Benue State

egbodobenson@gmail.com

Abstract

The crave to achieve the 21st Century skills may not be realised if learning outcomes like critical thinking skills and confidence are not developed among the learners through effective teaching and learning. This study therefore investigated the interactive effects of flipped learning model on students’ critical thinking skills and confidence level in Science Education. The study utilised a non-randomised pretest-posttest quasiexperimental design. A sample of 103 NCE II students studying Physics and Integrated Science was drawn from a population of 456 using stratified sampling technique. The instruments for data collection, SECTS and SCLT which gave reliability coefficients of 0.81 and 0.87 were obtained using Kuder-Richardson (KR20) and Cronbach Alpha. Two research questions were raised and answered, using mean and standard deviation while the two null hypotheses were tested using ANCOVA at 0.05 level of significance. Findings revealed that there was a significant difference between critical thinking skills scores (P = 0.00 < 0.05); and confidence level scores (P = 0.00 > 0.05) of the experimental and control groups. It was recommended that school proprietors and governments should support the use of flipped model innovation while teachers are also encouraged to key into this instructional model since it is a factor in students' learning outcomes, particularly critical thinking skills and learning confidence.

Key words: Flipped learning, Critical thinking skills, Confidence level, integrated science, physics, science education