Effect of Flipped Classroom Learning Strategy on Male and Female Students ‘interest in Economics in Mangu, Plateau State

Ladon Nanyar Josiah; Prof. Joseph M. Ibbih; Augustine S. Azi PhD

doi:10.56201/wjimt.v10.no7.2026.pg138.147

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Effect of Flipped Classroom Learning Strategy on Male and Female Students ‘interest in Economics in Mangu, Plateau State

Ladon Nanyar Josiah, Prof. Joseph M. Ibbih, Augustine S. Azi PhD

Abstract

This study accessed the effect of the flipped classroom learning strategy on male and female students’ interest in Economics in Mangu Local Government area, Plateau State, Nigeria. The study adopted a quasi-experimental design involving a pretest-posttest non-equivalent control group. The population consisted of 3314 senior secondary school II students in the 122 senior secondary schools offering Economics in the study area, also the population was made up of 1521 male and 1793 female from which a sample of two schools consisting of 32 male students and 29 female students equal to 61 from GSS Mangu was used as experimental school while 20 male students and 26 female students equal to 46 from GSS Daika was used as control school .An instruments was used for data collection: which was Economics Students Interest Scale .And was subjected to content validity by experts Data collected were analyzed using mean to answer the research questions, while independent t-test and Analysis of Covariance was used to test the hypotheses at the 0.05 level of significance. The findings revealed that female students in the experimental group demonstrated a slightly higher level of interest in learning demand and supply than their male counterpart before and after intervention. The findings also showed that the difference was not statistically significant t(105=-1.026, p=.962), indicating that students in both groups possessed relatively similar academic ability before the treatment. The posttest results showed a statistically significant difference (105=-2.048, p=.045), in favour of the experimental group, indicating that the flipped classroom strategy significantly improved students’ interest. The study concluded that the flipped classroom learning strategy has positive effect on male and female students’ interest in Economics and recommended among others that government should ensure schools and teachers should avoid gender stereotypes classroom participation, Economics teachers should encourages collaborative and inquiry best learning activities within the flipped classroom that promote balanced participation among male an d female students.

Keywords

Flippedclassroomlearning strategymale and female students’ interest.

References

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Effect of Flipped Classroom Learning Strategy on Male and Female Students ‘interest in Economics in Mangu, Plateau State

Abstract

Keywords

References

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