Effect of Demonstration and Animation Videos in Flipped Classroom on Chemistry Students’ Performance

Abstract

The poor performance of students in chemistry has become a huge source of worry to education stakeholders in Nigeria and this is not unconnected to old-fashioned methodologies by teachers. In order to ameliorate this problem, we studied the effect of demonstration and animation videos in flipped classroom settings on students’ performance in Niger State Nigeria. Adopting a pre-test posttest quasi-experimental design, purposive sampling technique was used to draw 144 students from three intact classes. The schools were randomly assigned into three experimental groups of demonstration and animation-based videos in flipped classroom settings and conventional method. A 20-item chemistry achievement test (CAT) and chemistry attitude questionnaire (CAQ) which were validated and pilot-tested (r=0.88 and 0.87 using test re-test and cronbach alpha respectively) were used to obtain data. Descriptive statistics was used to answer the research questions while inferential statistics involving ANCOVA, Sidak post-hoc and t-test were used to test the null hypotheses at 0.05 level of significance. Findings revealed a significant difference in the mean achievement (F (2,140) = 49.945, P= 0.000, effect size =0.927) and retention (F (2,140) = 70.083, P= 0.000, effect size =0.859) of students exposed to demonstration and animation-based videos in flipped classroom settings and conventional method. However, no significant difference was found in the attitude of students exposed to demonstration and animation videos in flipped classroom settings. The study has a number of implications for Chemistry teachers, policy makers and researchers in Nigeria to see the need to incorporate video learning flipped classroom in their instruction given that it is effective.