IMPLEMENTING THE FLIPPED CLASSROOM IN STEM

PERCEPTIONS AND CHALLENGES OF TEACHERS AT A NIGERIAN COLLEGE OF EDUCATION

Abstract

The Flipped Classroom model is increasingly recognized as an innovative instructional strategy that enhances student engagement, conceptual understanding, and learner-centered pedagogy. This study investigated science teachers’ perceptions and challenges in implementing the Flipped Classroom model in Nigerian colleges of education, with a focus on the Federal College of Education (Technical), Umunze. A descriptive survey design was employed, and data were collected from [insert number] science teachers using a structured questionnaire. Responses were analyzed using mean scores and standard deviation to determine the level of agreement. Findings revealed that teachers held a highly positive perception of the Flipped Classroom method (M = 4.14, SD = 0.68), indicating strong approval of its pedagogical benefits, including enhanced student engagement, autonomy, and active learning. Concurrently, teachers also reported significant implementation challenges (M = 3.27, SD = 0.64), including workload demands, limited technological infrastructure, and student readiness issues. The study concludes that while the Flipped Classroom is positively perceived and has considerable potential to transform science teaching, successful implementation requires addressing contextual barriers through professional development, infrastructure support, and institutional policies. These findings have implications for teacher education programs seeking to adopt innovative pedagogical models in resource-constrained environments.