The Impact of the Flipped Classroom and the van-Hiele Model Approaches on Secondary School Students’ Geometry Achievement in North Central Nigeria
Keywords:
Achievement, Approaches, Flipped-classroom, Geometry, Students, Van-Hiele ModelAbstract
This study examined the effects of three instructional strategies—the flipped classroom approach (FCA), van Hiele model (VHM), and conventional teaching methods—on secondary school students' geometry achievement in North Central, Nigeria. Three research questions and corresponding hypotheses guided the study. A three-by-two (3x2) quasi-experimental factorial design was employed. The study population comprised 139,168 Senior Secondary School students in North Central Nigeria. Using a multistage sampling technique, 348 students from twelve co-educational secondary schools were selected and assigned to three groups: Experimental Group I (FCA), Experimental Group II (VHM), and a Control Group (conventional lecture method). The experimental groups were taught using the flipped classroom approach and the van Hiele model, respectively, while the control group received conventional instruction on the same geometry topics. Data were collected using a 30-item Geometry Achievement Test (GAT). A reliability coefficient of 0.84 was obtained for the GAT. Data were analyzed using Two-way Analysis of Variance (ANOVA), with hypotheses tested at a 0.05 significance level. The results revealed significant differences in mean achievement scores among students taught using FCA, VHM, and conventional methods. Additionally, an interaction effect was observed between the instructional methods and gender. The findings have significant implications for curriculum development and improving instructional strategies in mathematics education. The study offers valuable insights for educators aiming to enhance geometry learning experiences and outcomes through effective teaching approaches.
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