Flipped Learning with Gamification and Secondary School Students' Interest in Physics in Nigeria

Abstract

This study investigated the effect of flipped learning with gamification on the interest of students in senior secondary schools in Ondo State, Nigeria. It also examined the moderating effect of gender on interest. The study was a two-group pretest-post-test quasi-experimental design of a 2x2 factorial matrix in which data was collected with the aid of a Questionnaire on Students' Interest in Physics (QSIP) which was found reliable at Cronbach’s alpha coefficient r = 0.91, and administered on 64 participants. The data collected were analysed with inferential statistics of t-test and ANCOVA at 0.05 level of significance. The results show that there was a significant difference in the interest of students in treatment groups, t = 5.49, p < 0.05; and that there was no significant interaction effect of students’ gender on their interest in Physics, F (1,62) = 1.40; p > 0.05. It was concluded that flipped learning with gamification significantly enhanced students’ interest in learning Physics, and that gender does not affect interest. Hence, gender should not be used to divide a Physics class. It was advised that teachers should teach Physics with a flipped learning strategy and curriculum planners should recommend the strategy for teachers.