EFFECT OF FLIPPED CLASSROOM INSTRUCTIONAL APPROACH ON SECONDARY SCHOOLS STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN ENUGU STATE, NIGERIA

Abstract

The quest to achieve effective teaching and meaningful learning in Biology prompted the study on effect of flipped classroom instructional approach (FCIA) on the academic achievement of Senior Secondary two (SSII) students in Biology in Enugu State, Nigeria. The study was guided by four research questions and six null hypotheses. A quasi-experimental research design especially, the non-randomized control group design was adopted for the study. A total of 195 SSII students was sampled for the study using multistage sampling procedure. The instrument for the study was Biology Achievement Test (BAT). The instrument was validated by three (3) experts from faculty of Education Nnamdi Azikiwe University, Awka. Kudder-Richardson Formula 20 was used to establish a reliability coefficient of 0.78 for BAT. Both experimental and control groups were taught Biology for four weeks using FCIA and lecture method (LM). The BAT was administered as pretest and post-test at different times for data collection. Mean and standard deviation were used to answer the research questions, while ANCOVA was used to test the null hypotheses at .05 alpha level. The findings revealed that FCIA significantly enhanced the achievement of students in Biology more than LM. Also, there is no significant difference on the effect of FCIA on academic achievement of male and female students in Biology. Based on the findings it was recommended among others that; Biology teachers should adopt FCIA when teaching Biology to enhance students’ interaction with each other and the learning materials to facilitate achievement in the subject.