Abstract:
Physics is an important science subject in pre-degree science programmes in Nigerian
universities. However, reports have shown that pre-degree students in private universities in
southwestern Nigeria have poor learning outcomes in Physics. Previous studies focused largely
on student-related factors influencing learning outcomes in Physics, with less attention paid to
intervention. This study, therefore, was carried out to determine effects of Simulated Video based Inverted Classroom (SVBIC) and Virtual Laboratory-based Inverted Classroom (VLBIC)
strategies on pre-degree students’ learning outcomes (Attitude, Achievement and Problem
solving skills) in Physics in southwestern Nigeria. The moderating effects of gender and spatial
ability were also examined.
Cognitive Constructivist and Engagement theories provided the framework, while the pretest posttest control group quasi experimental design of 3x2x3 factorial matrix was adopted. Six
private universities (Adeleke, Achievers, Afe Babalola, Babcock, Caleb and Lead City) offering
pre-degree science programmes were purposively selected. Participants who had digital
electronic gadgets to view and download simulations were purposively selected and were
randomly assigned to SVBIC (83), VLBIC (51) and control (70) groups. The instruments used
were Attitudes towards Physics Questionnaire (α = 0.88), Students’ Achievement Test in Physics
(r = 0.75), Spatial Ability Test (r = 0.81), Problem- solving Skills Scale (r = 0.83), Availability
and Accessibility of Digital Gadgets Inventory and Instructional guides. Treatment lasted 14
weeks. Data were analysed using Analysis of covariance and Bonferroni pairwise comparison
test at 0.05 level of significance.
The participants’ age was 17.01 ± 2.00 years, and 57.8% were females; their spatial ability
(88.2%) was high. There were significant main effects of treatment on attitude (F (2;187) = 3.68;
partial ƞ2 = 0.04), achievement (F (2;187) = 44.06; partial ƞ2 = 0.32), and problem-solving skills (F
(2;187) = 5.01; partial ƞ
2 = 0.05) in Physics. The students in the SVBIC (x = 71.42) had the highest
post-attitude mean score, followed by those in the VLBIC (x = 66.15) and control (x = 64.12)
groups. The students in the VLBIC had the highest post-achievement mean score (x = 16.35),
followed by those in the SVBIC (x = 14.00) and control (x = 9.36) groups, while the students
exposed to VLBIC had the highest post problem-solving skills mean score (x = 25.23), followed
by those in the control (x = 19.13) and SVBIC (x = 16.85) groups. Gender and spatial ability
were not significant on students’ learning outcomes. There was a significant two-way interaction
effect of treatment and gender on students’ achievement (F (2;187) = 3.10; partial ƞ2 = 0.03) in
favour of the female students (x = 12.99) from the VLBIC group. There was a significant two way interaction effect of spatial ability and gender on students’ achievement (F (2;187) = 3.85;
partial ƞ2 = 0.04) in favour of the female students (x = 13.40) with high spatial ability. Two-way
interaction effects of treatment and spatial ability and three-way interaction effects were not
significant on students’ attitude, achievement and problem-solving skills.
Simulated-video and virtual laboratory-based inverted classroom strategies improved pre-degree
students’ attitude, achievement and problem-solving skills in Physics in southwestern Nigeria.
Lecturers should adopt these strategies for improved learning outcomes in Physics among pre degree students
