The Effectiveness of Flipped Classroom in Improving Pre-service Science Teachers’ Performance in Kinetic Molecular Theory of Matter

Abstract

This study investigated the effectiveness of flipped classrooms in improving pre-service science teachers' performance in kinetic molecular theory of matter. It was carried out at Kibi Presbyterian College of Education in the South Abuakwa Municipality of the Eastern Region of Ghana. A classroom action research design was used for this study. The sample involved 72 Elective Chemistry students in level 200, whose other major subject areas were Mathematics and ICT. The pre-service science teachers in an intact class were chosen using a purposive sampling technique of the non-probability sampling procedure. The study examined the pre-existing knowledge of the students on kinetic molecular theory of matter using a Kinetic Molecular Theory Diagnostic Test. The study further examined the performance of the students after four weeks of intervention on kinetic molecular theory of matter. A post-intervention test (Kinetic Molecular Theory Performance Test) was conducted using a modified version of the diagnostic test. A one-sample t-test conducted showed a significant performance of the students in kinetic molecular theory of matter. The study recommends that tutors at Kibi Presbyterian College of Education should flip their classes to engage learners in more challenging and practical activities during in-class periods.