Effect of Flipped Classroom Instructional Strategy on Secondary School Students’ Academic Achievement in Chemistry in Bayelsa State, Nigeria

Konyefa; Bridget Izondeme; Nwanze; Azubuike Cornelius

doi:10.56201/ijccp.vol.12.no1.2026.pg51.60

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Effect of Flipped Classroom Instructional Strategy on Secondary School Students’ Academic Achievement in Chemistry in Bayelsa State, Nigeria

Konyefa, Bridget Izondeme, Nwanze, Azubuike Cornelius

Abstract

The study investigated the effect of the Flipped Classroom Instructional Strategy on secondary school students’ academic achievement in Chemistry in Bayelsa State, Nigeria. A quasi- experimental pretest–posttest non-equivalent control group design was adopted for the study. Four intact classes of 139 SS2 chemistry students from four co-educational secondary schools assigned to experimental and control groups were involved in the study. The Chemistry Achievement Test , validated by experts and with a reliability coefficient of 0.82 using KR-20, was used for data collection. The experimental group received instruction through FCIS, while the control group was taught using the lecture method for a period of six weeks. Data collected were analyzed using mean, standard deviation, and Analysis of Covariance . The findings showed that students taught Chemistry using FCIS achieved significantly higher than those taught using the lecture method. The study also found no significant main effect of gender on students’ achievement; however, a significant disordinal interaction effect of instructional method and gender on achievement was observed. Further findings indicated a significant difference between male and female students taught with FCIS but no significant gender difference among those taught with the lecture method. Both male and female students taught with FCIS outperformed their counterparts taught with the lecture method. Based on these findings, it was recommended that Chemistry teachers adopt FCIS, that training opportunities be provided for teachers, and that schools ensure adequate technological support for effective implementation.

Keywords

Flipped ClassroomChemistryAcademic Achievement

References

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Effect of Flipped Classroom Instructional Strategy on Secondary School Students’ Academic Achievement in Chemistry in Bayelsa State, Nigeria

Abstract

Keywords

References

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