Flip Classroom Instructional Strategy on Senior Secondary School Students’ Achievement in Mathematics in Ogbia Local Government Area of Bayelsa State, Nigeria

Ngozi Ann Ejiofor-Chima and Dr. Bolouembeledo Fekumo
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Ngozi Ann Ejiofor-Chima: Department of Science Education, Federal University Otuoke, Bayelsa State, Nigeria
Dr. Bolouembeledo Fekumo: Department of Science Education, Federal University Otuoke, Bayelsa State, Nigeria

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 4, 93-102

Abstract: The study explored the impact of the Flipped Classroom Instructional Strategy on the achievement of secondary school students in mathematics. It used a quasi-experimental design, guided by two research questions and two hypotheses. The study’s population consisted of 4,690 Senior Secondary School 1 (SS1) students, and a sample of 182 students was selected from their intact classes. For the experimental group, a specially designed Flipped Classroom instructional package (FCIP) on construction and mensuration, in audio-video format, was sent to students via WhatsApp. The control group was taught using the traditional lecture method with a standard lesson plan. The Mathematics Achievement Test (MAT) was used as the data collection instrument. Descriptive statistics, including mean and standard deviation, were used to answer the research questions, while the hypotheses were tested using ANOVA at a 0.05 significance level. ANCOVA was also applied to account for individual differences in the covariates due to the intact classes. The findings showed that students taught using the Flipped Classroom strategy significantly improved their achievement, and the strategy was found to be equally effective for both male and female students. Based on these results, it was recommended that mathematics teachers adopt the Flipped Classroom method to enhance academic performance and reduce gender disparities in learning.

Date: 2025
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