EFFECTIVENESS OF FLIPPED CLASSROOM STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN ALGEBRA IN EBONYI SOUTH EDUCATION ZONE, EBONYI STATE

Abstract

This study investigated the effectiveness of flipped classroom strategy on secondary school students’ achievement in algebra in Ebonyi South Education Zone, Ebonyi State. Two research questions and three hypotheses guided the study. The study adopted a quasi-experimental research design, specifically the non-equivalent control group pre-test post-test design. A sample of secondary school students was selected through purposive sampling, ensuring the inclusion of schools with ICT facilities necessary for implementing the flipped classroom strategy. Algebra Achievement Test (AAT) was used as the instrument, with its validity confirmed by 3 experts and reliability established using Kuder-Richardson Formula 20 to be 0.70. The experimental group was taught using the flipped classroom strategy, while the control group received traditional lecture-based instruction. Research questions were answered using mean and standard deviation while Analysis of Covariance was used to test the null hypotheses. The study revealed that students taught using flipped classroom strategy significantly outperformed those in the control group in algebra, with both male and female students showing notable improvement. Furthermore, there was no significant interaction between teaching method and gender, indicating the strategy's equal effectiveness across genders. Based on the findings, the study recommended among others that mathematics teachers, educational policymakers, and curriculum developers should integrate this approach into secondary school teaching to improve students’ understanding and achievement in algebra and mathematics in general.