Investigation of Teachers’ Preparedness for Flipped-Classroom Pedagogy for Science, Technology, Engineering and Mathematics Education Development in Post-Pandemic Era, Gombe State

Abstract

Investigation of teachers’ preparedness for flipped-classroom pedagogy for science, technology, engineering and mathematics education development in post-pandemic era, Gombe state. The study was guided by four objectives and research questions. The survey design was used on a population of 350 primary school teachers from which 161 were selected to participate in the study. The Teachers’ Flipped-Classroom Preparedness Questionnaire (TFCPQ) with a reliability index of 0.85 was used to collect data from the teachers. Data collected was analyzed using descriptive statistics of mean and standard deviation scores. The result revealed that although the demographic profile (gender, age and years of experience) of teachers are normally distributed, their level of preparedness for the flipped classroom pedagogy was poor owing to level of technology usage and prior knowledge, confidence in the use of technology, lack of proficiency at basic computer operation, software usage, learning management systems, video recording and flipped classroom instruction which are skills essential in the flipped classroom model need for STEM pedagogy. The study recommended that teachers should be trained on the use of technology (projectors, computer, camera usage, video making etc) and computer software (word processing, spreadsheets, Power Point presentations, graphics, Google Classroom etc) towards flipped classroom model implementation.