Developing Sound Knowledge of Basic Science Concepts in Children Using Flipped Classroom: A Case of Simple Repeated Measures

Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/

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13

COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Flipped Classroom; Scientific Concepts; Science Instruction; Elementary School Students; Concept Formation; Program Effectiveness

10.1007/s10639-021-10850-3

1360-2357

Due to the advent of coronavirus disease in most nations throughout the world, the manner of education altered from traditional face-to-face to remote or online teaching. As a result, the new normal necessitates the adoption of an online teaching and learning platform for all levels of education. The study tested the effectiveness of a flipped classroom instructional technique on children's development of sound knowledge of Basic Science concepts. Thirty-one primary three children took part in the treatment session, which was conducted using a simple repeated measures design. The study collected data using the Basic Science Achievement Test (BSAT), which was adequately validated and trial-tested. The children were given two distinct pretests before the treatment and two different posttests afterward. The data were analyzed using a mixed-design repeated-measures analysis of variance. The findings demonstrated that using a flipped classroom instructional technique boosted children's development of a good understanding of Basic Science significantly (p = 000) with an effect size of 0.953. The implementation of a flipped classroom instructional technique in teaching and learning Basic Science was advocated as a result of these results.

As Provided

2022

EJ1341057