Use of flipped learning model to remediate first-year trainee teachers’ misconceptions about microorganisms.

Abstract

The purpose of the study was to use flipped learning model to remediate first-year trainee teachers’ misconceptions about microorganisms at Ada College of Education, Ada in the Greater-Accra Region of Ghana. The researcher employed the mixed methods experimental (intervention) design with a quantitative and qualitative approach. The accessible population consisted of 120 trainee teachers. However, the researcher used simple random sampling technique to select 95 trainee teachers for the study. Data was collected through tests, questionnaires and interviews. Statistical Package for the Social Sciences (SPSS version 26.0) software was used as a statistical tool for analysis. The study disclosed that participants have varied levels of misconceptions about microorganisms. With the exception of the statement, “Tetanus can spread from person to person” (AT1SecA2), there was a decrease in the level of misconceptions experienced by participants after the intervention. The result obtained from the descriptive statistics showed that majority of participants’ misconceptions stemmed from the student whiles the teacher accounted for the least number of misconceptions identified. Textbook and electronic media/internet also accounted for moderate levels of participants’ misconceptions. The participants also disclosed that the media and limited prior exposure, cultural beliefs and limited prior knowledge were possible causes of the identified misconception. The null hypothesis was accepted for the pre-test results of the study at p > 0.05 because there was no difference between the achievement test scores of the treatment and control group. However, the flipped learning model positively influenced participants’ knowledge level of microorganisms. The mean scores on achievement and perception scale of participants exposed to cooperative and individualised flipped learning methods differed significantly at p < 0.05 and p < 0.05 respectively. The researcher recommends the need for a clear learning objective, effective ongoing assessment and student support in order to maximise the positive impacts of the flipped learning model. The findings of this study would be an important source of information for tutors of Ada College of Education.