ACHIEVING QUALITY PHYSICS EDUCATION FOR SUSTAINABLE DEVELOPMENT THROUGH FLIPPED CLASSROOM ENGAGEMENT

Abstract

The study investigated how Active learning Instructional strategy (flipped classroom engagement) can enhance quality physics education at the secondary school level for sustainable development. The study is a quasi-experimental design with 248 physics students of intact classes from the four schools purposively selected out of the 26 government secondary schools in the two local governments in Lagos state Nigeria. Validated physics achievement test (r=0.87) and Study habit inventory (r=0.95) were used in testing three hypotheses. Data collected were analysed using inferential statistics; Analysis of Covariance (ANCOVA). The results obtained showed that students exposed to flipped classroom engagement groups performed better than students in the conventional pen-and-talk classroom instruction group. Also, students in flipped classroom engagement group have good study habit and they performed excellently well to the students in the pen-and-talk group. Researchers, therefore, recommended the use of flipped classroom engagement for the teaching of physics at the secondary school level as a means of achieving quality physics education for sustainable development.