EFFECT OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT AND RETENTION IN CHEMISTRY IN OSUN STATE, NIGERIA.

Abstract

The study investigated the effect of flipped classroom instructional strategy on

Chemistry students' academic achievement and retention in Secondary schools in

Osun State, Nigeria. Two research questions and two hypotheses were formulated to

guide the study. A pretest-posttest and post posttest control group quasi-experimental

research design was employed in the study. The population of the study comprised of

all SSII Chemistry students in all secondary schools in Osun State. Purposive and

simple random sampling techniques were used to select 102 SS II chemistry students.

The experimental group were taught redox concepts using flipped classroom

instructional strategy while the control group were taught the same redox concepts

using lecture method of teaching. Chemistry Achievement Test (CAT) was the

instrument used for data collection which was validated and tested for reliability.

Mean and Standard Deviation were used to answer the research questions and the

hypotheses were tested using independent sample T-test at 0.05 level of significance.

The findings of the study revealed that the students taught redox concepts using

flipped classroom approach have significantly higher academic achievement and

retention scores than those who were taught using lecture method. Based on the

findings, it was recommended among others that Chemistry teachers should adopt

the use of flipped classroom instructional strategy because it is a student- centered

learning strategy that improves students' academic performance.