Effects Of Flipped Classroom Instructional Strategy on Secondary School Students’ Achievement in Mathematics in Nnewi Education Zone of Anambra State, Nigeria
Abstract
The effects of flipped classroom instructional strategy (FCIS) on academic achievement of SS 2 students in mathematics in Nnewi Education Zone of Anambra State, Nigeria was determined. Two research questions and three hypotheses tested at 0.05 level of significance guided the study. The research adopted a quasi-experimental design, specifically, pre-test and post-test non- randomized control group design. The population comprised 4006 students in the public secondary schools in Nnewi Education Zone of Anambra State, Nigeria. The sample size was 86 (49 male and 37 female) students selected from two of the 37 co-educational public secondary schools in the Zone through multistage sampling procedure. Mathematics Achievement Test (MAT) was used as instrument for data collection while researchers-developed FCIS lesson plan was used as instructional tool. The reliability co-efficient value for MAT was 0.90 which was established using Kudder-Richardson Formula 20. Experimental group was taught using FCIS while the control group was taught using Lecture method (LM). Mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of covariance. The findings showed among others that, FCIS significantly improved students’ achievement in mathematics and gender does not have significant effect on the achievement of students’ taught mathematics using FCIS and LM. The study concludes that FCIS is effective in improving the achievement of SS 2 students in mathematics. Based on the findings, it was recommended among others that; Curriculum planners should adopt FCIS as an innovative teaching strategy in planning mathematics curriculum and that mathematics teachers should use FCIS in teaching mathematics for improved achievement.
Keywords
Flipped classroom
Mathematics
Achievement
SS 2 Students.
References
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