EFFECT OF FLIPPED CLASSROOM STRATEGY ON SECONDARY SCHOOL STUDENT ACADEMIC ACHIEVEMENT IN BIOLOGY IN DELTA STATE
Keywords:
Flipped Classroom, Academic Achievement, Biology Education, Delta State, Secondary School, Teaching Strategies, Student EngagementAbstract
This study evaluates the effect of the flipped classroom strategy on secondary school students' academic achievement in biology in Delta State, Nigeria using Quasi- experimental research design with pre-test and post-test control groups. A total of 200 Senior Secondary School II (SS II) students from four public secondary schools participated in the study, with 100 students in the experimental group and 100 in the control group. The experimental group was taught using the flipped classroom strategy, while the control group received traditional instruction. Data were collected using a Biology Achievement Test (BAT), an Engagement and Participation Scale (EPS), and an Observation Checklist. Descriptive and inferential statistical analyses revealed that students in the experimental group achieved significantly higher post-test scores (mean = 78.45, SD = 6.32) than their counterparts in the control group (mean = 60.89, SD = 7.45). The flipped classroom strategy also significantly enhanced students' engagement and participation during lessons. However, challenges in implementing the strategy, including limited access to technology, insufficient teacher training, and inadequate classroom infrastructure, were identified as significant barriers. The study concludes that the flipped classroom strategy is an effective teaching approach for improving students' academic achievement and engagement in biology. To optimise its implementation in Delta State schools, policymakers and educational stakeholders must address infrastructural and technological barriers and invest in teacher training programs. Recommendations for future research include exploring the long-term effects of the flipped classroom model and its applicability to other subjects and educational levels.
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