Using flipped classroom approach to assist pupils understand the concept of density
Francis Quansah, Sylvester Donkoh, Michael Appiah Osei
This study adopted Flipped Classroom Approach in assisting basic seven pupils to understand the concept of density. The type of research design used was the action research design. Purposive sampling technique was used to select 20 pupils. Pre-test and post-test items on density were developed and administered to pupils. Performances of pupils in the two tests were analysed with statistical tools. When scores of the two tests were computed and compared, it was found that the mean score and standard deviation for the pre-test was far below the mean score and standard deviation for the post-test. Post-tests results of pupils showed that pupils’ performance improved due to the application of the Flipped Classroom Approach (FCA). The results confirmed that the use of flipped classroom to assist the pupils in understanding the concept of density was very effective. From the study, proximity of school to pupils’ home has an influence on the effectiveness of the application of the FCA. FCA suites pupils who do not have to travel long distance on foot to school better than those who travel long distances on foot to school. It was recommended for stakeholders to consider using the flipped classroom approach as one of the innovative teaching strategy especially for pupils in need of learning help.