African Journal of Educational Studies in Mathematics and Sciences Vol. 20, No. 1.

2024

Impact of Flipped Learning Pedagogy on Senior High School Physics

Students’ Attainment, Retention and Feedback in Studying Electronics
Veronica Sarpong1, Eric Appiah-Twumasi2, Kenneth Darko Ateko3, & Simon Tanko4
Abstract
The study aimed to explore the impact of Flipped Learning Pedagogy (FLP) on the
attainment and retention of senior high school physics students studying electronics and
the nature of the feedback given by students taught electronics concepts using FLP. The
study was conducted in two intact classes comprising 103 research participants from
the Old Tafo Municipality in Ghana using a quasi-experimental pre-test/post-test non-
equivalent control group design. On the instrumentations of the study, this study
employed two different sets of Electronics Concept Test and a semi-structured
interview guide to collect both quantitative and qualitative data. Split-Plot Analysis of
Variance (SPANOVA) revealed a significant effect of FLP use on student retention
(Wilk’s Lambda = 0.038, F (3,99) = 830.746, p = 0.000<0.05; effect size = 0.962) in
learned electronics concepts. The students’ feedback on FLP was positive, indicating
that FLP helped them better understand electronic concepts, remain focused on their
studies, and collaborate with their classmates for better study. Based on the results
obtained, it was concluded that the use of FLP in the teaching and learning of electronics
enhances students’ retention of knowledge of electronic concepts and consequently
promotes positive feedback on electronic concept studies. Therefore, it was
recommended that SHS Physics teachers in Old Tafo Municipality who wish to improve
their students’ retention of learnt electronics concepts and develop positive feedback on
electronics studies should consider adopting FLP as an option.
Keywords flipped learning pedagogy; retention of knowledge; electronic
concepts; feedback on learning
Introduction Learning retention is the amount of
information that a person can still recall after
One of the most intricate and complicated
a given amount of time. It is the capacity to
problems for both teachers and students is
hold onto newly learned information and to
learning retention (Olifer, 2020). It has been
call upon it when needed. Akpan et al.
observed that some learners learn almost in
(2019) note that the retention process occurs
the classroom yet perform poorly on
when learning is maintained in long-term
monthly assessments and yearly exams
memory so that it can be precisely found,
(Toheed et al., 2017). After a certain amount
recognised, and retrieved at a later
of time, students lose interest in the subject
time. Retention is gained through the use of
they have learned. According to Akpan et al.
effective teaching techniques rather than
(2019), retention is essential for knowledge
rote memory (Ajayi & Angura, 2017).
transfer because it saves teachers time when
they have to review and re-examine the Teaching strategies have a significant
material that students have already learned. impact on student academic success,
1
Veronica Sarpong, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development
(AAMUSTED). [Link]
2
Eric Appiah-Twumasi, Department of Educational Studies, AAMUSTED, Kumasi, Ghana. Email:
appiatwumasi@[Link]. ORCID: [Link]
3
Kenneth Darko Ateko, AAMUSTED, Kumasi, Ghana. [Link]
4
Simon Tanko, AAMUSTED, Kumasi, Ghana. [Link]

Open Access article distributed under the terms of the Creative Commons Attributions License [CC BY-NC-ND 4.0]
[Link] DOI: [Link]
33
Impact of Flipped Learning Pedagogy on Senior High School Physics Students’
Attainment, Retention and Feedback in Studying Electronics
Sarpong, V., Appiah-Twumasi, E., Ateko, K. D., & Tanko, S.
regardless of how thorough and well- optimise class time. Under an FLP, students
developed the curriculum is. Njiru and complete their core curriculum outside of
Karuku (2015) assert that the effectiveness class and use their in-class time to apply
of teachers putting it into practice concepts (Ceylan & Elitok, 2017). Since it
determines its success. Buabeng et al. (2014) was initially referred to as an "inverted
mentioned that the most crucial strategies classroom" in 2000, flip teaching has grown
teachers use to achieve a lesson’s goals are in popularity among college students
teaching approaches. For students studying (Bassett et al., 2020). Research by
Physics in the classroom to reach their Kuswandi (2019) indicates the potential
greatest potential, Buabeng et al. (2014) contribution of active pedagogies, such as
stated that using appropriate teaching FLP, to more equitable STEM outcomes for
techniques is a requirement for teachers. a variety of student groups.
Moreover, Buabeng et al. added that a Kuswandi (2019) further asserts that the use
Physics teacher must create lesson plans of FLP served as an inspiration for the
using effective teaching pedagogies that can advancement of electronic education. Akçay
pique students’ interest in the subject and and Akçay (2018) show that inclusive
equip them with the skills necessary to STEM education, which cannot ignore
respond appropriately to scenarios in which electronics, is promoted by active and
their understanding of Physics may be
interactive teaching strategies such as
useful. Given this, Olifer (2020) implies that
Flipped Learning Pedagogy. These
teachers must use effective teaching
approaches also result in more equitable
techniques if they want Physics students to
educational outcomes and, most
reach their full potential in the classroom,
importantly, close the opportunity gap
especially in the concept of electronics. One between various groups of students. In an
such instructional approach that can help FLP, Atkins (2018) claims that before
students reach their full potential in the arriving at class, students should familiarise
classroom is Flipped Learning Pedagogy themselves with important terms and
(FLP). concepts through readings and/or taped
FLP is an instructional approach in which videos. In doing so, students have the
learning activities take place in class and flexibility and the chance to learn at their
information transmission teaching is moved own pace because they can view the pre-
outside the classroom (Sargent & Casey, recorded lessons on their phones at any time
2020). Therefore, this approach inverts the and from any location. Moreover, Stratton et
conventional idea of classroom-based al. (2020) stated that FLP focuses on themes,
learning, where everything, except solving problems, and engaging in
assignments and homework, is done in a innovative classroom activities to foster
classroom (Fisher et al., 2020). In other teacher-student engagement. Stratton et al.
words, in an FLP, students complete their added that the application of FLP is to
core curriculum outside of class and use develop critical thinking abilities,
their in-class time to apply concepts (Ceylan communication skills, and student
& Elitok, 2017). The FLP is student-oriented involvement.
because its application emphasizes students’ The rationale for and justification of the
subjective initiative and shifts the focus of
study was that the interaction of the first
instructional delivery from “teacher-centred
author with physics students from the high
to student-centred” (Koray et al., 2023).
school at the study site revealed that most of
Zainuddin et al. (2019) also stated that FLP the students had difficulty with electronic
is a novel student-centred strategy to
concepts. For example, Ama, not her real
improve knowledge transmission and
name, said: “I cannot relate the real
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 African Journal of Educational Studies in Mathematics and Sciences Vol. 20, No. 1. 2024

component of a circuit board to the symbols Municipality in the Ashanti Region of

learned in the classroom because I have not Ghana as research subjects. Based on the
seen some of the circuit elements before.” research paradigm and the design adopted,
Eric, not his real name, also said, “I could two intact classes were randomly selected
not understand the electronic content from two participating schools and assigned
learned in the previous class because the as experimental (n = 50) and control groups
content was too abstract to me.” Takyi, also (n = 53). The experimental group was
not his real name, said: “Because the subjected to FLP, which was characterized
concepts of electronics learned were too by watching videos outside the classroom
abstract to me, I couldn't retain the concepts coupled with in-class discussions, whereas
learnt." the control group was subjected to in-class
discussions without the video sessions, as
Some studies have demonstrated the effect
outlined in the in-class activities section
of FLP on student learning outcomes;
of this article. The researchers carried out
however, there is an existing gap in
various teaching activities in both groups.
explaining the effect of FLP on student
Specifically, the flipped learning activities
retention of learned electronics concepts and
were supervised by the lead author, whereas
the nature of student feedback on FLP.
the conventional teaching method was
Therefore, with the desire to assist our
implemented by the third author.
research subjects in overcoming
their learning difficulties in electronic Instruments
concepts and to fill this identified gap about The electronics content considered in this
FLP in electronics studies, this study was study were intrinsic and extrinsic semi-
initiated. FLP was selected because of its conductors, construction and action of the
ability to personalise learning according to bipolar junction transistor, transistor biasing
student's learning needs where students can and configurations, and operation of the
learn at their own pace (Karabulut-ilgu et al., transistor as a switch and amplifier. These
2018), and the opportunity it gives learners content were selected based on the Ghanaian
to actively engage in the teaching and Physics curriculum for senior high schools
learning process (Lai, 2021). Hence, the (Ministry of Education, 2010). The
following research questions guided the instruments for data collection were tests
study:
and an interview guide. The tests were in the
1. What is the impact of Flipped Learning form of pre-test, post-test, delayed post-test
Pedagogy (FLP) on senior high school 1 and delayed post-test 2, which were used
students’ retention of learned electronics to assess students’ retention of electronics
concepts? concepts under consideration in this study.
2. What is the nature of feedback given by The pre-test and post-test consisted of two
senior high school Physics students who different sets of eight essay-type items on
are taught electronics concepts using the electronics concepts, while the delayed
FLP? post-test 1 and delayed post-test 2 consisted
of parallel and reshuffled items from the pre-
Methodology
test and post-test, respectively.
This study was premised in the realm of the
postpositivist paradigm using a quasi-
experimental pre-test and post-test non-
equivalent control group design in which
both quantitative and qualitative data were
collected. This study was conducted
between April 2023 and June 2023, using
third-year SHS Physics students at Old Tafo

35
Impact of Flipped Learning Pedagogy on Senior High School Physics Students’
Attainment, Retention and Feedback in Studying Electronics
Sarpong, V., Appiah-Twumasi, E., Ateko, K. D., & Tanko, S.
Table 1 Nature of pre-test, post-test, delayed post-test 1 and delayed post-test
2 items
Item Type Sample Items
Pre-test Explain the mechanism of conduction in: i) Intrinsic semi-conductor;
and ii) Extrinsic semi-conductor.
How does a transistor operate as an amplifier?
Post-test Explain how P-type and N-type semiconductors are formed.
If the current flowing into the emitter of a bipolar junction transistor
increases without any change in the voltage applied to the base, what
effect would this have on the current flowing into the collector?
Delayed Describe conduction occurs in the two major types of semi-conductors.
Post-test 1
In the amplification of signals, briefly describe the role of a transistor.
Delayed Briefly explain the distinction between the formation of a P-type
Post-test 2 semiconductor and an N-type semiconductor.
If the emitter current increases without a base voltage being provided,
what would happen to the collector current?
0.765 for the pre-test, post-test, delayed
post-test 1, and delayed post-test 2,
The semi-structured interview guide respectively, indicating substantial
contained five open-ended items designed to agreement (Mchugh, 2012; Wong et al.
collect students’ feedback on the use of FLP 2021).
in the teaching and learning of electronics.
The interview was conducted after delayed Pre-Class Preparation
post-test 2 with nine randomly selected In the pre-class phase, the researchers
participants from the experimental group. prepared the teaching contents on the
After the design of the instruments, they electronics concepts under study. This began
were validated by two SHS physics teachers with searching and downloading the
who had taught for a minimum of eight appropriate videos covering electronics
years, as well as two physics education concepts for the Ghanaian senior high
lecturers from Akenten Appiah-Menka physics curriculum that was in line with the
University of Skills Training and electronics concepts under consideration.
Entrepreneurial Development The videos were in the form of visual
(AAMUSTED). The teachers and lecturers tutorials and real-world examples to make
were asked to evaluate the appropriateness the concepts real to the students. The video
of the items on the tests and interview guide, sessions were in two folds. The first session
which were designed to measure students’ took place between the period of April 7,
retention of the electronic concepts learned 2023, and April 16, 2023, when students
and the nature of students’ feedback on the were on a short break from school. To allow
use of FLP in the teaching and learning of students to have access to the videos during
electronics. This was followed by pilot tests this period, students provided WhatsApp
of the instruments in which the results of the numbers (personal, parents, or guardians)
pilot test were used to determine the through which the videos were sent to them.
reliability. Using inter-rater reliability The second session for the viewing of the
(Cohen’s kappa measure of agreement) for video began during the period between April
the tests, the pilot test results produced 17, 2023 and May 2, 2023, when the
kappa values of 0.737, 0.772, 0.812, and students had resumed. Since most of the

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 African Journal of Educational Studies in Mathematics and Sciences Vol. 20, No. 1. 2024

students were boarded and were not allowed Assessment

to use phones at school, the students
After the intervention, the students in both
watched the videos in their computer
the experimental and control groups were
laboratory, using the period scheduled for
repeatedly assessed on the electronics
the intervention, one week before each class
concepts learned. These assessments were
lesson. During this session, the researchers
classified as post-test, delayed post-test 1,
sought permission from the computer
and delayed post-test 2. (Sample of the
laboratory technicians of the experimental assessment questions used were: explain
school to install the videos on their
how a transistor behaves as a switch; explain
computers so that students could view them
how P-type and N-type semiconductors are
before class activities. During the video
formed; differentiate between a polarised
sessions, the lead author monitored the
capacitor and a non-polarised capacitor;
students to ensure full participation and also
explain why the conductivity of a semi-
provided clarification on areas where the
conductor increases with temperature; state
students found difficulty understanding. the role of a capacitor in the amplification of
Additionally, students were asked to make
signals, etc.). In the final phase of the
notes on the videos they watched and also
assessment, data were taken on the nature of
given group assignments based on the video
feedback students give on the utilisation of
content during the video sessions and were
FLP. Accordingly, nine (9) students from
scheduled to present them in their in-class
the experimental group were randomly
sessions.
selected for semi-structured interviews to
In-Class Activities solicit students’ feedback.
In the in-class phase for the experimental Results and Discussion
group, which took place between the period
The results were analysed based on the
of May 3, 2023, and June 2, 2023, the
research questions, with research question 1
research subjects convened in the classroom
using mean, standard deviation, and split-
to discuss the various electronics concepts
plot analysis of variance, while research
learned in the video sessions. During the in-
question 2 was answered using thematic
class phase, under the guidance of the lead
analysis.
author, the research subjects engaged in peer
teaching, concept mapping, small group and Effects of FLP on Students' Retention
whole class discussions, and cooperative Students’ retention of electronics concepts
problem-solving sessions to reinforce their was assessed at a three-week interval
understanding of the electronic content between the post-test, delayed post-test 1
watched in the video sessions before in-class and delayed post-test 2 to compare the trend
activities. The importance of this phase was in retention between the experimental and
to correct any misconceptions or alternative control groups. The precise time frame for
understanding that might have existed. In the assessing learners’ retention of concepts has
control group teaching, which also lasted been debated in the literature. Coleman
between the period of April 17 and June 2, (2022) and Clearwater (2022) found that
2023, under the guidance of the third author, students often lose between 50% and 70% of
the researchers used similar teaching the information they acquire in a day or two
strategies, such as peer teaching, concept and 90% weekly. Kovács et al. (2019)
mapping, small group and whole class assessed learners’ retention after two
discussions, as well as cooperative problem- months, whereas Valderama and Oligo
solving sessions. However, they missed the (2021) assessed it weekly for seven
opportunity to watch videos on electronics, consecutive weeks. Also, Faught et al.
as in the case of the experimental group, as (2016) employed a three-month interval
presented in the Appendix. across 12 months to assess students’

37
Impact of Flipped Learning Pedagogy on Senior High School Physics Students’
Attainment, Retention and Feedback in Studying Electronics
Sarpong, V., Appiah-Twumasi, E., Ateko, K. D., & Tanko, S.
retention. Accordingly, the three-week the experimental group obtained a higher
interval period for assessing the retention of mean score in delayed post-test 1 with a
students in electronics concepts was deemed mean score, M = 22, and standard deviation,
appropriate as highlighted in the literature SD = 2.4, compared to the control group
(Clearwater, 2022; Coleman, 2022; Faught with a mean score, M = 14, and standard
et al., 2016; Kovács et al., 2019). Table 2 deviation, SD = 3.5, where the mean
presents descriptive statistics (mean and difference was 8.07. In the post-test 2, it can
standard deviation) on pre-test, post-test, be observed that the experimental group
delayed post-test 1, and delayed post-test 2 demonstrated a higher performance (M = 20,
scores on the trend in retention of electronics SD = 2.8) than the control group's (M = 9,
concepts between the experimental and SD = 3.4), with a mean difference of 10.73.
control groups. The trend in retention between the

Table 2 Descriptive statistics of the experimental and control groups’ attainment

in the pre-test, post-test, and delayed post-tests scores

Delayed Post- Delayed Post-

Group Pre-test Post-test test 1 test 2
Mean SD Mean SD Mean SD Mean SD
Experimental 8 1.9 23 2.5 22 2.2 20 2.8
Control 9 2.0 19 2.8 14 3.5 9 3.4
MD 1.46 4.36 8.07 10.73

From Table 2, it can be observed that the experimental and control groups can be
control group obtained a higher mean score inspected graphically using the estimated
in the pre-test (M = 9, SD = 2.0) than the marginal means of the pre-test, post-test,
experimental group (M = 8, SD = 1.9), with delayed post-test 1, and delayed post-test 2
a mean difference of 1.46. In the post-test, scores for both groups, as shown in Figure 1.
the experimental group obtained a higher
In Figure 1, it can be observed that, in all the
mean score (M = 23, SD = 2.5) than the
tests, the experimental group obtained
control group's mean score (M = 19, SD =
higher estimated marginal mean scores than
2.8), with a mean difference of 4.36
suggesting the
experimental group had a
greater improvement in
their attainment than the
control group.
The further analysis of the
data to ascertain the effect
of the flipped learning
pedagogy experiment on
the groups’ retention of
their attainments in
electronics concepts
learned in physics yielded
the rest of the descriptive
statistics results presented
in Table 2. From the table,

38
 African Journal of Educational Studies in Mathematics and Sciences Vol. 20, No. 1. 2024

the control group. In addition, there was a and delayed post-intervention 2). After
sharp increase from the pre-test to the post- ensuring non-violation of assumptions, the
test for both groups. As time progressed, the SPANOVA was conducted, and the results
estimated marginal means for the control are presented in Table 3.

Table 3 SPANOVA results on pre-test, post-test, delayed post-test 1 and delayed

post-test 2 scores of experimental and control groups
Partial
Hyp. Error Eta
Effect Value F Df df Sig. Squared
Time of Test Wilks' Lambda 0.038 830.746 3 99 0.000 0.962
Time of Test*Group Wilks' Lambda 0.181 149.464 3 99 0.000 0.819

group decreased sharply from post-test to Using Wilk’s Lambda presented in Table 3
delayed post-test 1 and subsequently to as the statistic for judgement by comparing
delayed post-test 2. However, the the two groups, there was a significant
experimental group witnessed a relatively interaction between the teaching method and
small decrease in the estimated marginal time of test (Wilks’ Lambda=0.181, F(3, 99)
mean scores from post-test to delayed post- =149.467, p=0.000, partial eta
test 1 and subsequently to delayed post-test squared=0.819). Furthermore, there was a
2. The decrease in estimated marginal mean significant main effect for the test time of
scores was a result of the decay in test (Wilks’ Lambda=0.038, F(3, 99)
knowledge of electronics concepts within =830.746, p=0.000<0.05, partial eta squared
both groups as time passed. However, =0.962) with both groups showing a
Figure 1 shows that the decay of electronics reduction in test scores throughout the four
concepts within the control group was much testing periods, as presented in Table 3,
greater than within the experimental group. suggesting a significant difference in the
retention of electronics concepts between
The results presented in Table 2 and Figure
the use of Flipped Classroom Strategy and
1 were tested using a Split-Plot Analysis of
the Conventional teaching method.
Variance (SPAVOVA) known as Mixed
Between Within-Subjects Analysis of Since there was a significant interaction
Variance to assess the impact of FLP effect between the teaching method and the
pedagogy and conventional teaching time of test, simple effect analysis was
methods on the retention of electronic conducted to determine significant
concepts by SHS Physics students in four differences in scores at each time of test for
time periods (pre-intervention, post- experimental and control groups, of which
intervention, delayed post-intervention 1, the results are presented in Table 4. In

Table 4 Simple effect analysis of pre-test, post-test, delayed post-test 1 and

delayed post-test 2 scores of experimental and control groups
95% Confidence
Mean Interval for Difference
(J) Difference Std. Lower Upper
Test (I) Group Group (I-J) Error p Bound Bound
Pre-test Experimental Control -1.456* .385 .000 -2.220 -.692
Post-test Experimental Control 4.363* .519 .000 3.333 5.393
Delayed Experimental Control 8.066* .577 .000 6.923 9.210
Post-test 1
Delayed Experimental Control 10.727* .618 .000 9.501 11.953
Post-test 2

39
Impact of Flipped Learning Pedagogy on Senior High School Physics Students’
Attainment, Retention and Feedback in Studying Electronics
Sarpong, V., Appiah-Twumasi, E., Ateko, K. D., & Tanko, S.
conducting the simple effect analysis, a Nature of feedback from Students on FLP
Bonferroni adjustment was made since four
In this phase of the analysis, students were
comparisons were made simultaneously, to interviewed to obtain student feedback on
reduce the risk of committing Type I error –
the use of FLP in the teaching and learning
that is rejecting the null hypothesis when it
of electronics. The analysis of the feedback
is true (Pallant, 2011). The Bonferroni
from the students revealed four major
correction was done by dividing the original
themes: a better understanding and retention
α-value, which is 0.05 by the number of
of electronics concepts, improved focus on
comparisons made, which is four. This then
Electronics studies; enhanced ability to
provided a new α-value of 0.0125. solve problems in electronics, and increased
Therefore, the mean differences in Table 4
collaboration with classmates. Some
are significant if their p-values are less than presentative feedback from the students is
0.0125. Table 4 shows the results of the presented as follows:
simple effect analysis of pre-test, post-test,
delayed post-test 1 and delayed post-test 2 Theme 1 Better Understanding and
scores of experimental and control groups Retention of Electronics Concepts
The results presented in Table 4 revealed The responses of the participating students
that there were significant differences indicated that they had improved their
between the experimental and control understanding of electronics concepts after
groups at the four testing times, the pretest their exposure to FLP. Students pointed out
(mean difference = 1.456, p = that the reason for this was because the
0.000<0.0125), post-test (mean difference = videos presented to them outside classroom
4.363, p = 0.00<0.0125), delayed post-test 1 hours gave them better pictures and
(mean difference = 8.066, p = 0.000= clarifications of the concepts. This made
0.00<0.0125), and delayed post-test 2 (mean some unfamiliar concepts more real to them
difference = 10.727, p = 0.000= as they watched the videos. The
0.00<0.0125). In the pretest, the difference consequence is that students can retain
favoured the control group; however, in the concepts better, as reflected in the
post-test, delayed post-test 1 and delayed quantitative findings. For instance, two
post-test 2, the differences favoured the students made the following articulations:
experimental group, as shown in Table 2 and Student 1: I have understood the concept
Figure 1. of electronics better now than ever
The findings of this study are congruent with before. I never knew that the electronics
concept could be that interesting and
those of Ajayi and Angura (2017) and
easy to understand. Now I know I can do
Kuswandi (2019). Specifically, Ajayi and better on electronic tests and
Angura (2017) intimated that integrating assignments because of how you taught
video teaching and learning has a greater us. Your teaching approach helped me
impact on the academic performance of link the lesson to the real world, which
students and also enhances their retention. In has gone a long way in helping me.
the 21st century, where students are more Student 2: Sir, after you taught us using
prone to computers and technology, visual that new method, I now could
exposure to concepts and theories in the understand and relate electronic
study of electronics will help students learn concepts to real-life situations. Because
at a faster pace and retain such information of this, I can easily remember the things
for a very long period. we learned. All this while I did not even
know electronic concepts were that real.

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 African Journal of Educational Studies in Mathematics and Sciences Vol. 20, No. 1. 2024

Theme 2 Improved Focus on words of two students, the following

Electronics Studies feedback was solicited:
Students again pointed out that, they Student 5 I can now make boastful claims
remained focused on their books and studies that there is not a problem in electronics
as they were engaged in the Flipped I cannot solve. All the problems I could
classroom. This is because, the videos which not solve from the first test, which
were given to them outside classroom caused me to have a very low score now
became very cheap. I could now solve
periods kept them on their toes, trying to them all with ease. An example is how
always learn at least a concept at a time N-type and p-type semiconductors are
before the classroom hours. They asserted formed. I had no idea earlier although
that the videos made them so focused that, we had been taught before. I could solve
though they were not in the confined it and had a full score for that particular
classroom, they were always on their books problem with the help of the approach
at every little time they got as though they you used to teach us.
were in the classroom. For example, two Student 6 After you taught us, I now felt so
students gave the following feedback: enlightened about electronics and
Student 3 I like studying and for that relieved because initially I was bothered
matter, I am always on my books with my performance in the first test.
whenever we are in school. After you however, in the second test, I was able
introduced your new teaching method to to answer almost all the questions
us, I became so serious and focussed on correctly and that earned me a very
my studies both on campus and in the good mark in the last test.
house in ways that I never thought Theme 4 Increased collaboration with
would be possible. classmates
Student 4 Nothing could take away my
Students were able to collaborate with their
attention whenever I was studying
through the videos. Even during
classmates in the use of the Flipped
classroom hours, the interaction with classroom and this had a greater impact on
friends made me focus more on what their studies and retention of electronics
was being taught. I always felt there was concepts. Collaborative activities made use
a task ahead of me and for that matter, of the benefits of social interaction and
there was no time to be loitering around active participation, creating a dynamic and
and engaging in things that are not supportive learning environment that
beneficial to me as a student. improved the retention of electronics
Theme 3 Enhanced Ability to Solve concepts. For example, three students made
Problems the following assertions:
The students' ability to solve problems in Student 7 As a result of the opportunity to
interact and collaborate with our
electronics was improved after their
classmates I had a misconception
exposure to the FLP. This is because
identified and cleared of certain
students were exposed to several videos that concepts, especially about the
explained electronics concepts and problems mechanism of conduction in intrinsic
in detail. Students were also made to interact semiconductors and extrinsic
with their peers during classroom hours, semiconductors. It was from my friends
which gave them more insight into what that I had a better understanding and
challenged them as they watched the videos. could score it all in the second test that
The teacher also elucidated the more you conducted. Meanwhile, I could not
complex problems in electronics that were understand it on my own when I watched
beyond the capacity of the students. In the the video, nor did I learn it better when
I was first taught by my Physics
teacher.”

41
Impact of Flipped Learning Pedagogy on Senior High School Physics Students’
Attainment, Retention and Feedback in Studying Electronics
Sarpong, V., Appiah-Twumasi, E., Ateko, K. D., & Tanko, S.
Student 8 Collaborating with my electronics concepts and developing positive
classmates in the house as we watched feedback towards electronics concepts. The
the video together and had discussions reason for this improvement in student
as well as allowing us to interact among retention is that much attention was paid to
ourselves based on what we are studying at their own pace and collaborating
studying during lesson periods has
made me remember the topics better. I
with their peers both outside and in the
had a clear understanding of concepts classroom, coupled with the effective use of
that would have taken me days or weeks technological resources that made concepts
to comprehend. This is the reason why I real to the students. However, in the
scored an excellent mark on your last conventional classroom as used in this study,
test. students missed the opportunity to apply
Student 9 I barely receive help even from technological resources which could have
my classmates. However, you gave us helped them learn at their own pace, thus
the chance to discuss and share ideas leading to lower retention of electronics
among ourselves concerning what we concepts. It can be concluded that SHS
had been taught. This helped me to voice physics students within Old Tafo
out my challenge on the role of a Municipality, Ghana, retained learned
capacitor in the amplification of signals concepts better and developed positive
to my classmates, and I received an eye- feedback on the study of electronics
opening explanation from two of them concepts when instructed with FLP. The
that neither my teacher nor the video finding of this study is beneficial for SHS
you sent to us could not explain to my
physics teachers within Old Tafo
understanding.
Municipality to maximise the use of
From their feedback, it was found that technology in their electronics lessons.
students generally had positive feedback on Specifically, teachers and students can take
the use of the FLP in teaching and learning advantage of vacation periods with the
electronics. These themes are in line with the Ghanaian government’s initiative to provide
findings of Strohmyer (2016) and Stratton et SHS students with tablets for academic
al. (2020), who stated that students’ work, given the limited time that students
perceptions of flipped classrooms have and teachers have to complete the syllabus.
always been positive. Stratton et al. added
that students who experience a flipped References
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APPENDIX
WEEKLY SCHEME OF LEARNING AND LEARNING OUTCOMES DURING IN-
CLASS ACTIVITIES

WEEK 1
Topic: Electronic Semi-conductors

Lesson Objectives: Mechanism of conduction in intrinsic and extrinsic semi-

conductors
Formation of P-type and N-type semi-conductors

Sample video links: [Link]

[Link]
converted/Ekm2hhcrgCw.mp4/Ekm 2hhcrgCw.mp4#t=0

44
African Journal of Educational Studies in Mathematics and Sciences Vol. 20, No. 1. 2024

Summary of videos: The above videos explained the mechanism of conduction in

intrinsic and extrinsic semi-conductors as well as the formation
of P-type and N-type semi-conductors

WEEK 2
Topic: Bipolar Junction Transistor (BJT)

Lesson Objectives: Definition of bipolar transistor.

Description of construction and action of the bipolar junction
transistor.

Sample video links: [Link]

[Link]
[Link]
[Link]

Summary of videos: These videos presented how BJT is constructed with 3 doped
semiconductor regions separated by 2 p-n junctions.

WEEK 3
Topic: Bipolar Junction Transistor (BJT)

Lesson Objectives: Description of transistor biasing.

Description of the various transistor configurations

Sample video links: [Link]

wBiVgh?si=hbzolFH7Luzfy59D
[Link]
[Link]
[Link]

Summary of videos: The concept of transistor biasing the various transistor configurations
using NPN or PNP transistors was explained in the above videos

WEEK 4
Topics: Bipolar Junction Transistor (BJT)

Lesson Objectives: Description of the operation of a transistor as a switch.

Description of the operation of a transistor as an amplifier.

Sample video links: [Link]

[Link]
[Link]

45
Impact of Flipped Learning Pedagogy on Senior High School Physics Students’
Attainment, Retention and Feedback in Studying Electronics
Sarpong, V., Appiah-Twumasi, E., Ateko, K. D., & Tanko, S.
[Link]
[Link]
Ekm2hhcrgCw.mp4#t=0

Summary of videos: The above videos explained how a transistor can behave as a switch
and an amplifier, as well as the mechanisms of conduction in both
intrinsic and extrinsic semiconductors.

46