Asian Journal of Education and Social Studies

Scientific attitude, science literacy skills and problem-solving skills are important outcomes of secondary school physics education. This study examined the effects of discussion-based and demonstration-based flipped classroom approaches on these outcomes among senior secondary school physics students in Osun State, Nigeria. A post-test-only control group design was employed in three public secondary schools selected through a multistage sampling procedure. The schools were assigned to discussion-based flipped classroom instruction, demonstration-based flipped classroom instruction or conventional teaching. The interventions lasted six consecutive weeks. Students’ outcomes were assessed using an adapted Science Literacy Skills Scale, and the data were analysed using analysis of variance and two-way analysis of variance. The results showed no statistically significant between-group differences in scientific attitude (F = 2.239, p = .114), science literacy skills (F = 1.934, p = .153) or problem-solving skills (F = 0.223, p = .801). The interactions between sex and instructional group were also not statistically significant for scientific attitude (F = 0.080, p = .924), science literacy skills (F = 0.238, p = .789) or problem-solving skills (F = 0.852, p = .431). Neither flipped classroom approach therefore demonstrated a statistically significant advantage over conventional instruction during the study period. These findings should be interpreted in relation to the instructional context and intervention duration rather than as evidence that flipped classroom approaches are ineffective in all circumstances.