ENHANCING SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS’ ACADEMIC ACHIEVEMENT USING FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY IN NIGER STATE, NIGERIA.

Abstract

The study investigated the strength of flipped classroom instructional strategy in enhancing senior secondary school chemistry students’ academic achievement in Niger State, Nigeria. The study was guided by two research objectives. The study adopted quasi-experimental of protest post-test non-equivalent control group design. The population of the study comprised all Chemistry students in the entire secondary school in Minna metropolis, Niger State, Nigeria. The target population for this study consisted of all senior secondary school two (SSII) Chemistry students with a total number of one thousand eight hundred and twenty one (1821) Chemistry students, comprising of 766 males and 1055 females. Simple random sampling technique was use to select two schools from the population. The two schools were selected using balloting. One hundred and ten (110) senior secondary school two (SSII) Chemistry students were sampled comprising forty eight (48) males and fifty two (62) females and took part in the study. Chemistry Achievement Test (CAT) was used for data collection in this study. Chemistry Achievement Test (CAT) was validated by three senior lecturers from Science Education Departments and Chemistry Department, Federal University of Technology. The reliability of CAT was established using split-half reliability method and the coefficient was calculated using Spearman Brown’s Formula and it was found to be 0.832. Mean and standard deviation were used to answer the research question while the hypotheses were tested at 0.05 significance level using z-test for independent sample statistical tool. The findings from the study indicated that there was no significant difference in the mean achievement score between chemistry students taught using flipped classroom and those taught using Lecture method. Based on the findings of this study, it was concluded that Chemistry students’ academic performance improves when taught using flipped classroom. It was recommended among others that Chemistry teachers should employ the use of flipped classroom in teaching the subject to foster students’ academic achievement. Equally, ministry of education should organized workshop and seminar to train science teachers on how to use flipped classroom to teach science subjects.