Flipped classroom model and senior secondary school students' mathematics achievement in Kolokuma/Opokuma LGA, Bayelsa State, Nigeria

Abstract

This study examines the effect of the flipped classroom model on students' achievement in secondary school mathematics. This study adopted a quasi-experimental research design. Specifically, a pre-test, and post-test non-randomized control design was used for the study. Two schools were purposively selected with a total of 80 students drawn from intact classes. This is because the schools selected had computers and internet access. For the experimental (treatment) group, a total of 43 students were used for the study (25 males and 18 females). On the other hand, for the control group, 37 students were used for the study. The instrument used for data collection was a researcher-made Mathematics Achievement Test (MAT). The instrument was validated by three experts from the Department of Science Education, specifically, two experts in mathematics education and an expert in measurement and evaluation. The reliability coefficient was determined using the Kuder-Richardson (K-R20) formula and a reliability coefficient of .75 was obtained. This method was used because the test items were dichotomously scored. The research questions were answered using mean and standard deviation. The null hypotheses were tested using Analysis of Covariance (ANCOVA) at the significant value of .05. The research findings demonstrated that students taught with the Flipped Classroom Model performed better compared to those taught using the traditional method. This implies that the Flipped classroom Model was a more effective learning method. It was therefore recommendations that Nigerian Senior Secondary School teachers should get involved in the use of the flipped classroom model in teaching and learning Mathematics. Flipped classroom model should be considered for incorporation into the mathematics curriculum by the relevant curriculum planners and policymakers.