Effect Flipped Classroom Method, achievement motivation, self – efficacy and gender on Secondary School Students’ Interest in Physics in Calabar Education Zone, Nigeria

The study investigated the” Effect Flipped Classroom Method, achievement motivation, self – efficacy and gender on Secondary School Students’ Interest in Physics in Calabar Education Zone, Nigeria.” In pursuance of this purpose, two research questions were asked from which two hypotheses were formulated. The study adopted the pre-test-post-test, quasi-experimental, non-randomized design. The population of the study consisted of 1,430 senior secondary two science students from four secondary schools in Calabar Education Zone of Cross River State. A sample size of 109 science students from the four intact classes, drawn from 84 secondary schools in two local Government Area in Calabar Education Zone, using stratified random sampling and purposive sampling techniques was used. The study adopted quasi experimental, pre -test, post –test, non- randomized design. The study used there (3) instruments: (1) Students’ self-efficacy questionnaire (SEQ) and (2) Students’ Achievement Motivation (SAMQ) and (3) Students’ Interest questionnaire (SIQ) for data collection. The three instruments were validated and the reliability determined using Kuder-Richarson formula (K-R20) method and Cronbach-coefficient and the calculated reliability coefficient for self-efficacy was 0.8167, achievement motivation was 0.616 and interest was 0.762. Data analyses were carried out using the Two -way Analysis of Covariance (ANCOVA) and Multiple Regression Analysis. All the hypotheses were tested at 0.05 level of significance. The following findings were obtained: There is no significant difference in male and female students’ academic achievement in Physics when taught Physics with flipped classroom and conventional methods. The joint effects of teaching methods, achievement motivation, self-efficacy and gender on the students’ interest, academic achievement and retention in physics was significant. The result of finding in this study also showed that, the calculated F value of the regression ANOVA is statistically significant at .05 significance level. This means that at least one of the independent variables has significant effect on students’ interest in Physics. The multiple correlation coefficient of the variables, R, is 0.781, which is relatively high means that 61% (i.e. R2 x 100%) of the variance of students’ interest in Physics can be accounted for by instructional method, students’ achievement motivation, self – efficacy and gender as well as pretest of students’ interest. The major implication in this study is that the interest and academic achievement of science students was improved through flipped classroom method. Based on the findings, it was recommended that Physics teachers and students should be exposed to Flipped classroom through seminars or trainings to improve their inputs during teaching/learning and teachers should vary their instructional approach by using flipped classroom method as against consistent use of conventional method.