Effects of Flipped Classroom Strategy on Senior Secondary School Students Performance and Retention in Mathematics in Niger State, Nigeria

Abstract

This paper examines the effects of flipped classroom strategy on the performance and retention of senior secondary school students in mathematics in Niger State, Nigeria. The decline in students' performance in mathematics has become a matter of great concern, and traditional teaching methods have been identified as contributing factors.  A study was guided by three (3) research objectives with their corresponding research questions and hypotheses formulated at 0.05 level of significance. A quasi-experimental design with a pre-test and post-test was adopted. The target population were all SSS2 Students in the North –East Senatorial Zone of Niger State and estimated to be 3,240(1500male 1740female). A study involved a sample of 180 SSS2 students to form three intact classes ensuring an equal distribution between male and female participants. The experimental group was taught using Flipped-learning strategy while the control group was taught using the conventional lecture method. The research instrument utilized was an adapted Mathematics Flipped Performance Test (MFPT) and was used to collect relevant data. The collected data were analyzed using t-test statistics to assess the effects of the treatment and potential gender differences. The findings of the study revealed that flipped instruction strategy enhance learning outcome of mathematics students when compared with the traditional lecture method currently used by teachers in Niger State. Also, the result of the study indicated that flipped strategy is gender friendly and facilitate equal comprehension rate of male and female students. The study recommends the adoption and usage of flipped classroom by mathematics teachers/instructors to enhance understanding of basic concepts and remark the abstractness of some difficult topics.