Effects of Flipped Learning and Peer Tutoring on Learning Outcome in Biology in Ibadan

Abstract

The academic achievement of learners in Biology based on previous observations have not been encouraging over the years. This could be as a result of inactive participation of learners during teaching and learning process in a conventional/traditional classroom where teachers frequently employ the traditional method. In other to avoid persistent poor academic achievement of learners, every effort must be made to fully engage the learners in teaching/learning process. Therefore, a flipped learning and peer tutoring pedagogical approaches were used. A pretest-posttest-control approach was used in a quasi-experimental design. Out of the four educational zones in Ibadan, one was chosen by random sampling for this study. and purposive sampling was used in selecting three schools and an arm of SS2 science intact class each school was used totalling114 learners. Five instruments were used: Achievement test in Biology (ATB) (r = .81), flipped learning guide, peer tutoring guide, flipped learning – peer tutoring and lecture method guide. At p = 0.05, three hypotheses were evaluated. The data analysis used was Analysis of Co -variance. The result revealed that there was a significant effect of treatments (flipped learning, peer tutoring and flipped learning – peer tutoring) on learners’ academic achievement [F (_{3, 105}) = 126.497, p=.000].  Additionally, it was shown that there was no discernible connection between treatment and learners’ gender and academic achievement [F (_{3, 105}) = 0.456, p=.714]. It was recommended that flipped learning, peer tutoring and flipped learning – peer tutoring should be encouraged and adopted during teaching/learning of Biology.