Effect of Optimization of Flipped Demonstration on Academic Achievement and Retention of Senior Secondary School Students in Chemistry in a Post Covid-19 Classroom

Abstract

Abstract Effective application of teaching methods is very vital in any teaching-learning situation, even in this post-COVID -19 classroom. The method adopted by the teacher may promote or hinder learning. This study focused on the optimization effects of flipped demonstration on academic achievement and retention of senior secondary school students in chemistry in a post-COVTD -19 classroom. A quasi-experimental design, using pre - test and post - test was adopted for the study. The sample consisted of eighty (80) senior secondary one (SSI) students from two secondary schools in Nsukka Education Zone of Enugu State selected through purposive random sampling. Four research questions and four null hypotheses tested at 0.05 level of significance guided the study. A twenty (20) item chemistry achievement test (CAT) and chemistry retention test (CRT) in the form of multiple-choice objective questions were used as instruments for data collection. Data collected were analyzed using mean and standard deviation for the research questions. Analysis of Covariance (ANCOVA) was used to test the null hypotheses at the P< 0.05 level of significance. The findings of the study were; there is a significant difference in the mean achievement scores of students taught chemistry using flipped demonstration method and those taught using the lecture method in favour of those taught using flipped demonstration method. The findings also indicated that flipped demonstration method is superior to the lecture method in promoting cognitive achievement in chemistry amongst students. Based on the findings, the following recommendation was made; chemistry teachers, science educators and curriculum planners should employ and incorporate the use of innovative methods and strategies such as flipped demonstration method in the classroom and into the various teacher education programmes.