Effects of Flipped Learning and Virtual Laboratory Strategies on Pre-service Chemistry Teachers’ Achievement in Quantitative Analysis in Federal Colleges of Education, Southwest Nigeria

The pre-service teachers’ performance in practical Chemistry (especially, quantitative analysis) has been observed over the years to be fluctuating in Nigerian Federal Colleges of Education, which may be attributed to the predominance of teacher-centered mode of instruction. The advent of educational technology provides an opportunity to address these concerns through innovative strategies for teaching Chemistry practical’s for proper understanding. This study investigated the effects of flipped learning and virtual laboratory strategies on pre-service Chemistry teachers’ achievement in Quantitative Analysis in Federal Colleges of Education in Southwest, Nigeria. The study adopted pretest-posttest, control group, quasi-experimental design. The population for the study comprised of all 100 level pre-service Chemistry teachers from the Federal Colleges of Education, Southwest, Nigeria, one hundred and sixty-eight intact Part 1 pre-service Chemistry teachers were purposively selected from three Federal Colleges of Education in Southwest Nigeria. The Quantitative Analysis Achievement Test, (QAAT) (KR20=0.87) and Instructional guides were used for data collection. The data were analyzed using the mean, standard deviation, Analysis of Covariance. One hypothesis was generated and tested at 0.05 level of significance. There was significant main effects of treatments on pre-service Chemistry teachers’ achievement (F(2, 155) = 1323.788; partial η² = 0.945). Participants in flipped learning strategy (x ̅= 32.99) had the highest achievement score followed by those in virtual laboratory instructional strategy (x ̅= 23.00) and those in the conventional control (x ̅= 12.13) groups. It was concluded that flipped learning and virtual laboratory instructional strategies enhanced student’s achievement in Quantitative Analysis. It was recommended that the two instructional strategies should be adopted for improved achievement in Chemistry practical among pre-service Chemistry teachers.