Comparative Effect of Flipped Classroom, Problem-Based and Lecture Teaching Methods on Students' Academic Achievement and Interest in Agricultural Mathematics in Colleges of Education, Northwest Nigeria
Keywords:
Flipped Classroom, Problem-based, Teaching methods, Gender, retention, Academic achievementAbstract
This study determined the Comparative Effects of Flipped Classroom (FC), Problem-based (PB) and Lecture teaching methods on students' academic achievement and interest in Agricultural Mathematics in Colleges of Education in Northwest Nigeria. The researcher developed three research objectives, formulated three research questions and three null hypotheses that guided the study. The study adopted a quasi-experimental pre-test post-test non-equivalent group design, using three intact classes across three public Colleges of Education. The population for the study was 771 (466 males and 305 females) NCE 1 students in Department of Agricultural Education in 12 Colleges of Education in Northwest Nigeria. 131 NCE I Agricultural Education students made up of 80 males and 51 females participated in the study. Two instruments, the Agricultural Mathematics Achievement Test (AMAT) and the Agricultural Mathematics Interest Inventory Questionnaire (AMIIQ), were developed, validated by experts, and trial-tested. The experimental procedure began with the preparation of a standardized lesson plan by the researcher, designed for use by regular agricultural mathematics lecturers during their normal class schedules. Participants were divided into three groups: Experimental Group I (flipped classroom method), Experimental Group II (problem-based method), and a control group (traditional lecture method). A pre-test was administered a week before the experiment to determine baseline knowledge. The experiment lasted nine weeks. Several measures were taken to control extraneous variables and initial group differences were adjusted using ANCOVA. Data collection involved administering the Agricultural Mathematics Achievement Test (AMAT) and the Agricultural Mathematics Interest Inventory Questionnaire (AMIIQ) before and after the experiment. Data were analyzed using ANCOVA, Mean and Standard Deviation. Findings revealed that gender had no significant effect on achievement or retention, though male students showed slightly greater gains under FC and PB, and females performed marginally better with lecture method. A small but significant difference was found between gender and teaching methods in relation to interest. The study concluded that FC and PB can substantially improve academic achievement and knowledge retention in Agricultural Mathematics in teacher training institutions regardless of gender, among others. It recommends that professional development for educators, the inclusion of Flipped Classroom and Problem-based teaching methods to accommodate gender-based learning preferences, and investment in technological infrastructure to support the effective implementation of modern teaching methods.Downloads
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