Effects of Flipped Learning Instructional Strategy on Secondary School Students Achievement in Mathematics in Ondo State
DOI:
https://doi.org/10.54536/jeteli.v1i1.5125Keywords:
Achievement, Flipped Learning, Gender, MathematicsAbstract
This study looked at how well the flipped learning instructional strategy improved mathematics performance and examined whether gender variations affected performance under this technique. Under a quasi-experimental pretest-posttest control group design, one group received treatment using the flipped learning approach, while another group received instruction using traditional techniques. The study focused on Ondo State’s senior secondary school (SS2) mathematics pupils. We randomly selected 80 students from four co-educational public Secondary schools in Owo, Ondo State. The Mathematics Achievement Test (MAT) was validated and assessed for reliability using the test-retest approach, producing a reliability value of 0.78. Research questions were examined using mean and standard deviation; hypotheses were tested using a t-test at a 0.05 significance level. Students exposed to flipped learning scored more in mathematics than those taught using traditional approaches, according to the results. While gender variances among students in the flipped learning group were not statistically significant, The performance of the experimental and control groups revealed notable variations. These results imply that, compared to conventional teaching methods, flipped learning is a more efficient instructional tool for raising mathematical performance. Schools should thus advise including flipped learning to improve student achievement. We should also plan professional development programs, such as seminars and workshops, to provide mathematics teachers with the necessary tools to implement this method successfully.
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