Effects of Flipped Classroom Approach on Students’ Achievement in Mathematics Among Senior Secondary School Students in Federal Capital Territory, Abuja, Nigeria
Keywords:
Flipped classroom, Mathematics achievement, Secondary schoolAbstract
This study investigated the effect of the flipped classroom approach on students' achievement in mathematics among senior secondary school students in the Federal Capital Territory, Abuja, Nigeria. A quasi-experimental, non-equivalent control group design was employed with a sample of 107 Senior Secondary Two (SSII) students from two co-educational public schools. Data were collected using the Mathematics Achievement Test (MAT), which demonstrated a reliability coefficient of 0.83. Analysis of Covariance (ANCOVA) was the primary statistical method used to determine significant differences. Key findings revealed that students taught using the flipped classroom approach achieved significantly higher mathematics scores compared to those taught with the conventional method (p=.002). Furthermore, no significant difference was found in mathematics achievement between male and female students within the flipped classroom group (p=.353). The study concludes that the flipped classroom is an effective and equitable instructional strategy for enhancing mathematics achievement among secondary school students in FCT Abuja.
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