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The aim of this quasi-experimental study was to investigate the effect of flipped classroom instruction and enhanced lecture method on academic performance in genetics among students with VAK learning styles in Gusau, Zamfara State, Nigeria. The study population comprised all Senior Secondary School 3 (SS 3) students offering biology in Gusau. Thre...
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... Method and those taught using Traditional Lecture Method. The results in Table 5 shows that, the p-value is 0.020, which is less than 0.05, indicating that there is a statistically significant difference between the means scores of the three experimental conditions. Therefore, to determine which group(s) ...Similar publications
With the continuous development of society and the increasing intensity of competition, the issues of academic stress and mental internal friction among college students have become increasingly prominent. This phenomenon not only affects the physical and mental health of college students but also has profound implications for their academic perfor...
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... The present quasi-experimental intervention, which implemented multimedia technology and DCII, was able to buffer variations that created advantageous situations for VAK learners. From the study participants, the visual learning style was the preferred style, followed by kinesthetic and auditory in line with study results [98,99]. This result determined that the treatment given for the trial group (multimedia and DCII) is a crucial factor that enhanced academic performance. ...
... This implies a significant difference in pretest and posttest score in the trial groups. Parallel to the finding done by Matazu [99]. In this study, kinesthetic learners are the more achievable students than the other two learning style groups, similar to the investigation of Almomani [98] and Vaishnav and Chirayu [65]. ...
... Similar findings have been reported previously [26,62,64,101]. Studies determined that technology-integrated instruction was most effective for improving learning outcomes across all learning styles [99]. Indeed, teaching students" with their learning styles can help students get more excited about the subject, explore and understand facts, be more willing to put what they have learned into practice, and become more self-confident [63]. ...
This study investigated the effects of multimedia and dynamic classroom integrated instruction (DCII) on students' academic achievement in two biology topics, i.e., respiration and photosynthesis. A non-equivalent, quasi-experimental design with a mixed research approach was employed. A total of 94 secondary school students participated in the study. Data were collected using biology achievement tests, classroom observations, and focus group discussions. The data was analyzed using paired and independent sample t-tests, repeated measure analysis of variance, and thematic analysis. Using the Kuder Richardson-20 (KR-20) formula, the calculated reliability coefficient of the BAT was 0.78. The results revealed that in the pretest and posttests, there was a statistically significant difference in biology achievement within the experimental group (t 47 =-17.461, p =.000) and in the posttest between the comparison and the experimental group (t 92 = 5.39, p =.000). Multimedia and DCII is a crucial factor that significantly enhanced academic performance between pretest and posttest scores (time effect), regardless of learning style. Still, there is no significant score difference between the three learning style groups, irrespective of time, and does not interact with each other. In conclusion, multimedia and DCII address the needs of diversified classroom learners, create a more active learning environment, simplify complex content, make the classroom busy, buffer educational inequality between learners, and replace unpractical lab activities. Mainly for abstract content, implementing systematic multimedia-based pedagogy can enhance students' achievement.
... • Students with auditory-kinesthetic preferences combine these two types of learning, indicating that they may be more effective in learning that involves both (Ramadian, Cahyono & Suryati, 2020;Suleiman & Akilu, 2023). ...
The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.
This study investigated the effects of flipped classroom learning on academic achievement in genetics concepts among secondary school students in Gusau, Zamfara State, Nigeria. The study adopted a Quasi-experimental design. The population of the study comprised 5,804 SS 3 students of the 2020/2021 session from 29 senior secondary schools in Gusau Local Government Area, Zamfara State, Nigeria. The sample of the study consisted of 279 SS 3 Biology students drawn using a multistage sampling technique. An instrument tagged the Genetics Concepts Achievement Test (GCAT) was adapted and used for data collection. The GCAT was validated by experts and has a reliability coefficient of 0.78. Mean and standard deviation were used to answer the research questions, while the Z-test was utilized to test the hypotheses at a 0.05 level of significance. The results revealed that Flipped Classroom Learning led to greater improvement in students' academic achievement in genetic concepts compared to the lecture method with a significant difference observed in the mean academic achievement scores. The study also revealed that there is no significant difference in the mean academic achievement of male and female students taught genetics concepts using Flipped Classroom Learning. Based on the findings, it was recommended that Biology teachers should be encouraged to use Flipped Classroom Learning as the main strategy to teach genetics concepts in senior secondary schools. Also, Biology teachers should be trained by the Ministry of Education and other education agencies on effective procedures for implementing Flipped Classroom Learning in their classrooms by organizing seminars and workshops.
