IMPACTS OF FLIPPED CLASSROOM APPROACH ON PRE-SERVICE TEACHERS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ADEYEMI COLLEGE OF EDUCATION, ONDO

Abstract

Modern teaching and learning methods now follow new trends as a result of the world's rapid advancements in information and educational technologies. Flipped classroom teaching and learning pedagogy is one of the most effective ways of enhancing students' active engagement in the teaching and learning process. This study examined the impacts of the flipped classroom approach as a way of developing problem solving skills among pre-service teachers in Nigeria. The study employed a mixed methods approach. The researchers' Flip Learning Attitude Measure and the Algebra Achievement Test were used to get quantitative data, while the Focus Group Discussion was used to gather qualitative information. The Statistical Package for Social Science application was used to compute and analyze the arithmetic mean, standard deviation, and t-test, while thematic content analysis was employed to analyze the qualitative data. The study included 88 pre-service teachers in all. The findings shows that the flipped classroom approach has a favorable impact on pre-service teachers' academic performance, attitude, and perspective on Mathematics. Based on the findings of the study, it was recommended that Mathematics lecturers should adopt flipped classroom approach as a student-driven instructional approach capable of sustaining students’ interest and improving academic achievement.