Comparative Effect of Flipped Classroom, Problem-B...

Comparative Effect of Flipped Classroom, Problem-Based and Lecture Teaching Methods on Students' Academic Achievement and Interest in Agricultural Mathematics in Colleges of Education, Northwest Nigeria

Abstract

This study determined the Comparative Effects of Flipped Classroom (FC), Problem-based (PB) and Lecture teaching methods on students' academic achievement and interest in Agricultural Mathematics in Colleges of Education in Northwest Nigeria. The researcher developed three research objectives, formulated three research questions and three null hypotheses that guided the study. The study adopted a quasi-experimental pre-test post-test non-equivalent group design, using three intact classes across three public Colleges of Education. The population for the study was 771 (466 males and 305 females) NCE 1 students in Department of Agricultural Education in 12 Colleges of Education in Northwest Nigeria. 131 NCE I Agricultural Education students made up of 80 males and 51 females participated in the study. Two instruments, the Agricultural Mathematics Achievement Test (AMAT) and the Agricultural Mathematics Interest Inventory Questionnaire (AMIIQ), were developed, validated by experts, and trial-tested. The experimental procedure began with the preparation of a standardized lesson plan by the researcher, designed for use by regular agricultural mathematics lecturers during their normal class schedules. Participants were divided into three groups: Experimental Group I (flipped classroom method), Experimental Group II (problem-based method), and a control group (traditional lecture method). A pre-test was administered a week before the experiment to determine baseline knowledge. The experiment lasted nine weeks. Several measures were taken to control extraneous variables and initial group differences were adjusted using ANCOVA. Data collection involved administering the Agricultural Mathematics Achievement Test (AMAT) and the Agricultural Mathematics Interest Inventory Questionnaire (AMIIQ) before and after the experiment. Data were analyzed using ANCOVA, Mean and Standard Deviation. Findings revealed that gender had no significant effect on achievement or retention, though male students showed slightly greater gains under FC and PB, and females performed marginally better with lecture method. A small but significant difference was found between gender and teaching methods in relation to interest. The study concluded that FC and PB can substantially improve academic achievement and knowledge retention in Agricultural Mathematics in teacher training institutions regardless of gender, among others. It recommends that professional development for educators, the inclusion of Flipped Classroom and Problem-based teaching methods to accommodate gender-based learning preferences, and investment in technological infrastructure to support the effective implementation of modern teaching methods.

Introduction

Agricultural mathematics simply means mathematical principles use for solving agricultural problems such as crop yield prediction, animal production, pest management, irrigation scheduling, and farm economics. It is a core course for agricultural education students in Nigerian Colleges of Education. The National Commission for Colleges of Education (NCCE, 2021) emphasized active student engagement and effective instructional support in the teaching of agricultural courses. However, students’ difficulties in learning complex concepts often lead to negative attitudes toward the course (Uzoma & Amadi, 2018). Efe (2017) attributed the poor academic achievement of Colleges of Education students in agricultural mathematics to the predominant use of lecture-based teaching methods. The lecture method primarily takes place in a traditional classroom setting, where instructors deliver information and provide direct instructions to students through lectures. Lecture method of teaching which is also referred to as lecturer centered method, simply means that students get information from the lecturer without building their engagement level with the subject being taught (Wabwoba, et al, 2017). The approach is least practical, more theoretical and memorizing (Wabwoba, et al, 2017). The lecture method, which is teacher-centered, limits students’ active participation and initiative, positioning them as passive recipients of knowledge (Mohammad, Bala, & Ladu, 2016). In response, the NCCE (2021) advocated a shift from teacher-centered to learner-centered instructional approaches, redefining the lecturer’s role from content transmitter to learning facilitator. This shift supports the transformation of students into active constructors of knowledge (Muianga et al., 2018) and has increased the adoption of learner-centered teaching methods such as the flipped classroom. The flipped classroom integrates digital technologies and online resources to deliver instructional content outside the classroom, allowing class time to be used for interactive activities, discussions, and collaborative learning. Studies have shown that this approach enhances students’ preparedness, flexibility, and engagement compared to traditional lecture-based instruction (Ağirman & Ercoşkun, 2022). Flipped classroom traces its roots in active learning, a process that utilizes various activities which engage the learners at both individual and collaborative levels, transferring the learning responsibility to their own ability and pace (Camiling, 2017). In this study, the flipped classroom involves students’ engagement with video lectures prior to class and participation in collaborative learning activities during class time. Problembased learning is another learner-centered teaching method that similarly promotes collaboration and critical thinking.