Flipped classroom learning and academic achievement in genetics concepts among secondary school students in Gusau, Zamfara State, Nigeria

Abstract

This study investigated the effects of flipped classroom learning on academic achievement in genetics concepts among secondary school students in Gusau, Zamfara State, Nigeria. The study adopted a Quasi-experimental design. The population of the study comprised 5,804 SS 3 students of the 2020/2021 session from 29 senior secondary schools in Gusau Local Government Area, Zamfara State, Nigeria. The sample of the study consisted of 279 SS 3 Biology students drawn using a multistage sampling technique. An instrument tagged the Genetics Concepts Achievement Test (GCAT) was adapted and used for data collection. The GCAT was validated by experts and has a reliability coefficient of 0.78. Mean and standard deviation were used to answer the research questions, while the Z-test was utilized to test the hypotheses at a 0.05 level of significance. The results revealed that Flipped Classroom Learning led to greater improvement in students’ academic achievement in genetic concepts compared to the lecture method with a significant difference observed in the mean academic achievement scores. The study also revealed that there is no significant difference in the mean academic achievement of male and female students taught genetics concepts using Flipped Classroom Learning. Based on the findings, it was recommended that Biology teachers should be encouraged to use Flipped Classroom Learning as the main strategy to teach genetics concepts in senior secondary schools. Also, Biology teachers should be trained by the Ministry of Education and other education agencies on effective procedures for implementing Flipped Classroom Learning in their classrooms by organizing seminars and workshops.