Effects of Flipped Peer Instruction on learning outcomes of students in integral calculus at Colleges of Education in North-West Nigeria
DOI:
https://doi.org/10.63561/fnas-jmse.v7i1.1068Keywords:
Flipped Peer Instruction, Integral Calculus, Mathematics Education, Motivation, EngagementAbstract
This research investigated the impact of Flipped Peer Instruction (FPI) on the motivation, engagement, and academic performance of students in MTH 211 (Integral Calculus) within Colleges of Education in North-West Nigeria. Given the persistent challenge of low mathematics achievement in the region, a quasi-experimental design featuring a pre-test, post-test control group was implemented. The study involved 138 second-year NCE mathematics students selected from two randomly chosen colleges. The experimental group (n=72) received instruction through FPI, which utilized pre-class video lectures distributed via WhatsApp and in-class peer discussions. Conversely, the control group (n=66) was taught using conventional lecture-based methods. Data was gathered using three instruments developed and validated by the researchers: the Students’ Motivation in Integral Calculus Questionnaire (SMICQ), the Students’ Engagement in Integral Calculus Questionnaire (SEICQ), and the Students’ Performance Test in Integral Calculus (SPTIC). Independent samples t-test analysis demonstrated statistically significant differences ( ) favoring the FPI group across all measured variables: performance (M = 82.11 vs. 47.27), motivation (M = 60.38 vs. 24.61), and engagement (M = 55.78 vs. 34.51). These findings confirm that FPI is an effective pedagogical strategy for improving both cognitive and affective learning outcomes in mathematics. The results are theoretically supported by principles of social constructivism and self-determination theory. The study concludes that FPI presents a practical and cost-effective instructional alternative for resource-constrained educational settings and strongly recommends its formal integration into teacher education curricula and national policy reforms.
References
Adeleke, M. A. (2018). Mathematics Education in Nigeria: Problems and Prospects.
Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Journal of Computers & Education, 128, 269–283.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA. This paper offers a comprehensive review of flipped classroom research and proposes a clear framework for its implementation in STEM education.
Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students’ learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education,23(4),514-526.
Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970–977.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior.
Eberly Center, Carnegie Mellon University. (2021). What is the flipped classroom?
Egara, F. O., & Mosimege, M. D. (2023). Effects of flipped classroom on senior secondary school students’ achievement and interest in geometry. African Journal of Educational Studies in Mathematics and Sciences.
Eltahir, M. E., & Alsalhi, N. (2025). The effectiveness of flipped classrooms on university students’ achievement and motivation. International Journal of Instruction, 18(1), 201-210
Federal Republic of Nigeria (FRN). (2013). National Policy on Education (6th ed.).
Ibrahim, S., & Adamu, U. (2019). Challenges facing mathematics education in Nigeria. Journal of Mathematics Education and Practice, 10(2).
Lasry, N., Mazur, E., & Watkins, J. (2008). Peer instruction: From Harvard to the two-year college. American Journal of Physics, 76(11), 1066–1069.
Mazur, E. (1997). Peer instruction: A user's manual. Prentice Hall.
National Commission for Colleges of Education (NCCE). (2012; 2021). Minimum Standards for NCE Teachers.
Omebe, C. A., & Eze, I. (2020). Enhancing teacher quality through professional development in Nigerian colleges of education. African Educational Research Journal, 8(1), 40–47.
UBEC. (2020). Annual Education Sector Performance Report.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. A foundational work in educational psychology,
WAEC. (2020). West African Examination Council: Chief Examiner’s Report.
Wang, Y., Hsu, H. Y., Campbell, T., Coster, D. C., & Longhurst, M. (2018). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: Considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 66(6),1521–1543.
Zainuddin, Z. (2017). First-year college students’ learning performance using flipped classroom and peer instruction in a Malaysian university. Educational Technology & Society, 20(1), 211–222.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340.
