Journal of Global Research in Education and Social Science

This study was to determine the effect of Simulated-Video Based Flipped Classroom (SVBFC) and Virtual Laboratory Based Flipped Classroom (VLBFC) instructional strategies on pre-degree students’ learning outcomes (Attitude, Achievement, and Problem-solving skills) in Physics in Southwestern Nigeria. Theories of Cognitive constructivism and Engagement provided the framework, while a pretest-posttest control group quasi-experimental design was employed. Six private Universities were randomly selected and a total of 204 Pre-degree students (79 males, 125 females) participated in the study. Instruments used for the study were the Modified Attitudes Towards Physics Scale (α=0.88), Students' Achievement Test in Physics (r=0.75), Problem-Solving Skills Rubric (r=0.83), and instructional guides. There were significant main effects of treatment on attitude (F_(2;201)=15.14; partial ƞ²=0.00), achievement (F_(2;201)=249.79; partial ƞ²=0.00), and problem-solving skills (F_(2;201)=34.76; partial ƞ²=0.00) in Physics. The results show that Simulated-Video and Virtual Laboratory-based flipped classroom strategies improved pre-degree students' attitude, achievement, and problem-solving skills in Physics in Southwestern Nigeria. Therefore, it should be adopted as strategies for teaching pre-degree Physics students.