Effects of Flipped Instructional Strategy on Performance and Motivation in Wave Concept among Secondary School Male and Female Students in Zaria Education Zone, Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026336Abstract
This study examined the Effect of Flipped-Instructional-Strategy in relation to Gender on Motivation and Performance in Wave Concept among Low-Achieving Secondary School Physics Students in Zaria, Kaduna State, Nigeria. The study employed quasi-experimental involving pretest and posttest control group design. The population of the study comprises all public co-educational Senior Secondary School II (SS2) Physics Students in Zaria Education Zone of Kaduna State. In this study, available data revealed that there were 3357 SSII students (2184 males and 1173 females) offering Physics in the Zone. The sample of the study comprised 56 SS II Physics low achievers (34 males and 22 females) from two (2) randomly selected public co-educational senior secondary schools in Zaria Education Zone. The study was guided by two objectives with their corresponding research questions and null hypotheses. Two instruments; Wave concept Performance Test (WCPT) and Wave Concept Motivation Questionnaire (WCMQ) were used to collect data. The instruments were validated by experts and the reliability coefficient of WCPT and WCMQ were obtained to be 0.84 and 0.76 using Pearson Product Moment Correlation Coefficient (PPMCC) for WCPT and Cronbach Alpha statistical tool for WCMQ respectively. The data collected was subjected to analyses at two different levels via descriptive and inferential statistics. The descriptive statistics of mean, standard deviation, and sum of Rank were used to answer the research questions raised. While at the inferential level, t-test, and Mann-Whitney U-test analyses were used to test the null hypotheses at the significance level of α ≤ 0.05. The inferential statistics level forms the basis to permit decision on whether to reject or retain the null hypotheses after being tested. Results of findings revealed that, there is no significant differences between the performance means scores of male and female low achieving students taught wave concept using Flipped Instructional Strategy (p=0.62). There is no significant difference between the motivation level of students taught wave concept using FIS (p=0.80). Based on the findings of the study, it was recommended among others, that Physics teachers should be encouraged through training and retraining programmes by state Ministry of Education and professional bodies such as STAN on the use of FIS in teaching Physics concept like wave, as it was found to be gender friendly with respect students’ motivation and academic performance
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