Effect of Flipped Classroom Learning Strategy on Students’ Interest and Achievement in Economics in Mangu, Plateau State, Nigeria

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

doi:10.56201/ijee.v12.no.2.2026.pg829.839

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Effect of Flipped Classroom Learning Strategy on Students’ Interest and Achievement in Economics in Mangu, Plateau State, Nigeria

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

Abstract

This study asses the effect of the flipped classroom learning strategy on students’ interest and achievement 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, from which a sample two schools consisting of 107 SSII students were selected as experimental group with 61 students and control group with 46 students. Two instruments were used for data collection: the Economics Students Interest Scale and the Economics Achievement Test . The instruments were subjected to face and content validation by experts in Economics education and measurement and evaluation, while their reliability indices were established using test retest and Cronbach Alpha Coefficient Methods. Data collected were analyzed using mean and standard deviation to answer the research questions, while analysis of Covariance was used to test the hypotheses at the 0.05 level of significance. The findings revealed that students in the control group had a slightly higher mean interest score than those in the experimental group before the treatment, while after the treatment, students in the experimental group had higher mean interest score in learning than those taught using the conventional method. The findings 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 to the treatment. The posttest results showed a statistically IJEE IJEE www.ijee.io significant difference (105=-2.048, p=.045), in favour of the experimental group, indicating that the flipped classroom strategy significantly improved students’ achievement. The analysis found that female students had slightly higher achievement scores than male students both before and after the intervention, but the mean difference was not statistically significant. The study concluded that the flipped classroom learning strategy has positive effect on students’ interest and achievement in Economics and recommended among others that Economics teachers should adopt flipped learning strategy in teaching Economic concepts, government should ensure schools and teachers avoid gender stereotypes in classroom participation and instead create supportive and interactive learning environments.

Keywords

Flippedclassroomlearning strategystudents’ interest and achievement

References

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Effect of Flipped Classroom Learning Strategy on Students’ Interest and Achievement in Economics in Mangu, Plateau State, Nigeria

Abstract

Keywords

References

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