An Inverted Classroom Approach to Academic Achievement in Physical Education Students: A Case Study

Abstract

The upside-down classroom approach to teaching and learning is finally becoming a teaching method delivery method. Students and teachers communicate through this medium to disseminate educational content. This paper presents the results of a study conducted to determine the effect of the flipped classroom teaching method on the academic achievement of students in physics education. Implications for prospective teachers. This study used a quasi-experimental study design. The study's population included all second-year physics education students from Afaha-Nsit Akwa Ibom, who were 98 years old, and the sample was 50 years old. Two goals, two research questions, and two hypotheses guided the study. Mean, standard deviation, and analysis of variance (ANOVA) are statistical tools used in research. Research shows that there are significant differences in academic achievement and retention levels between students in physics education who use a flipped classroom teaching method and students in physics education using traditional teaching methods. Conclusions and recommendations are also presented.